Owing to their simplicity and ease of synthesis, carbon nanotubes (CNTs) have captivated attention of researchers. Many engineering applications have investigated the new features of nanostructured carbon nanotubes, such as large surface area, stiffness and durability. CNTs have opened up new opportunities for environmental improvement, pollution management and application in a variety of fields. Multiple types of pollution are produced as a result of population growth, urbanization and industrialization. CNTs are used to solve a variety of challenges, including environmental difficulties, water pollution, biomedical applications, and so on. It becomes an unavoidable present and future material. Different applications of CNTs have been presented in this review paper. CNTs are potential material having number of uses, including water purification, drug delivery, preservatives, catalysis, genetic engineering and artificial implants which are reviewed in this review article. This paper is presenting an explicit and systematic progress of CNTs for water treatment, medicinal uses drug delivery, artificial implants and so on, and a multitude of CNT applications in broad disciplines and their purification methods have been covered. The issues related to synthesis technologies, purification technology, bio-medicinal application and catalytic property of CNTs within the framework of different engineering applications and environmental impact are discussed in this study.

Recognizing English as an increasingly powerful lingua franca, many governments in East Asia have implemented English-language education at the primary school level. The zeal for teaching English to younger and younger learners extends to both within and outside of the formal education system. While there are many unique local issues, a number of challenges and issues apply across the East Asian region. In this article, I focus on three such topics: (a) the widespread belief in the increased benefit of starting English-language learning when children are very young; (b) the emergence of new instructional models in early English teaching; and (c) the growing gaps in English-language achievement by children’s socio-economic status (SES). In discussing these issues, I draw on examples from previous studies as well as my own applied linguistics research in East Asia. I conclude by offering suggestions for future research directions that will inform pedagogy and policies for early English education.