Female characters: Coursework Essay

For this coursework I am going to be explaining how writers in my chosen stories have presented their female characters. I will be investigating whether or not the females fit their typical stereotype in the nineteenth Century of being very submissive and gullible. I will also look at what sort of way they fit that stereotype within everyday life or on a long term basis. To have a range in this investigation I will concentrate on the contradicting stereotype of being independent and confident as a women not fitting in with how a typical nineteenth century woman would expect to act. Certain consequences of not acting as the stereotype are proven to not necessarily make that particular woman worse off as we see in the short stories I am looking at. Through stories I have read containing characters based on the nineteenth century women one of the ideas that was most obvious to me was that of the characters being typical nineteenth century woman at the start of the short story and then turning out to be a lot stronger then we first perceived. The first character I am going to mention which fits into this idea is Dorothea from the short story ‘The Unexpected’ by Kate Chopin. Chopin shows Dorothea to be a loving, doting wife, impatient towards her husband arriving home. She is shown to be a perfect fit for her stereotype. She is dependant on her husband and excited and desperate for his arrival home. Chopin describes it as ‘torture’ for Dorothea as she waits for her husband. This is very extreme language for the author to use to demonstrate just how Dorothea is feeling. Dorothea is commented to having ‘reached the limit of her endurance’; this suggests why the reader feels she is very reliant on her beloved as it seems she cannot cope without him. All of the above qualities I have seen in Dorothea fit into being typical of the nineteenth century. Although this is how we first see this of her she turns out to be the opposite of this stereotype upon arrival of her husband. Dorothea is perceived as being independent, powerful and confident as she realises her husband is not what he used to be before he became ill. Now, Dorothea has to make the decision of whether she still wants to be with her beloved. She chooses to leave him unexpectedly and turns out to not be at all like her stereotype describes her. At the very end of the short story Dorothea says; ‘Never! Not for all his thousands! Never, never! Not for millions!’ This shows she wants more in her life then being at her husband’s bedside while he wastes away. Dorothea wants someone she can truly love and have feelings for. It shows she is going to be independent rather then like her stereotype. She is not shallow and staying with him just for his money. Chopin’s use of repetition in the above quote shows that she wants the reader to see how needy Dorothea is for a fulfilled life and not staying with her beloved when he is as frail as he is and only for his possessions. Another short story which fits into the idea of fitting the stereotype then contradicting it is ‘Tony Kytes the Arch-Deceiver’ by Thomas Hardy. There are two characters, in my opinion that fit this idea from this short story; Unity Sallet and Hannah Jolliver. Firstly I think Hannah Jolliver fits into this idea I have came up with of fitting the stereotype then contradicting it because of her role in the short story ‘Tony Kytes the Arch-Deceiver’. Hannah is very flirtatious with Tony even though she knows that she is out of bounds as he is engaged to another woman. She is disloyal to her own sex. She toys with his emotions and is very forward about their relationship and is presented as being very independent but shows her stereotype when she is very easily pleased as Tony says; ‘I haven’t quite promised her, and I think I can get out of it, and ask you that question you speak of.’ With regards to the wedding proposal to Milly. All this is being said when all three women Tony is playing against each to her are in the wagon with each other but unaware of it. She is shown to be very gullible at the start of the story when being told of how pretty she is by Tony, this is a feature of the stereotype which we see in all the characters mentioned in this section of my coursework. Hannah is almost won over completely by Tony’s charm but then something goes wrong. The wagon crashes due to Hannah being left by herself at the reins. Tony’s secret is out, all three women find each other to be hidden in the carriage and Hannah hurts herself when she falls out. Hannah is put across to be the complete opposite to her stereotype for now at the end of the short story. Her father arrives on the scene of the accident just as Tony says; ‘I’ve asked Hannah to be mine, and she is willing, and we are going to put up the banns next-‘ But was interrupted by Hannah’s father as Hannah was hurt; ‘My daughter is not willing, sir!’ And so Tony tries to save his and Hannah’s future, failing miserably. This is where Hannah feels the need to intervene, ‘I have spirit, and I do refuse him!’ Hannah is shown to be very much the opposite of her stereotype as we saw Dorothea do when things turned out to be different towards the end of her short story. Hannah is confident and strong in her decision of rejecting Tony’s proposal. We see that Hannah is a little bit more of her stereotype then we perceive her to be following what has just happened in the story. We are made to think that this decision was only reached because of the fact that her father was there as Hannah looks back once she is leaving with her father did she really mean it? I think that she would possibly say yes was Tony to ask her again at a later date and show she isn’t as different as she is put across to be at the end of the short story. Lastly I feel Unity fits into this idea as when we first meet her Hardy represents to us as being very desperate for attention from Tony through questions about her appearance; ‘And – can you say I’m not pretty Tony? Now look at me!’ Hardy backs up this quote with a statement from Unity which shows that she is quite weak because she has to ask the question and answer it to show Tony the answer she is looking for. ‘Prettier than she?’ This further proves how needy Unity is for Tony’s wise words and how gullible she is towards them. In my opinion Tony should not be saying such things to someone when he is supposed to be engaged to Milly Richards. This makes me thinks that he is able to realise that whoever he promises things will believe him because that is what women were expected to be like in the nineteenth century. As this question is put past Tony, Milly is in fact seen ahead while Unity is in Tony’s carriage. To prove how much more of the typical stereotype Unity is Tony asks her to ‘lie down in the back part of the wagon’ to hide from his future wife and Unity agrees. This is further proof that she is very much like her stereotype. Now is where the second part of my idea comes with regards to Unity. Towards the end of this short story Unity starts to stand up for herself. Tony asks for her hand in marriage AFTER he has already asked for Hannah’s. ‘Take her leavings? Not I! I’d scorn it!’ And she walks away. This is the opposite of what Unity’s stereotype is. She is shown to be strong and confident in the decision. Hardy shows Unity to stand up for her sex and not shame herself as being second choice, which in turn, leaves it down to Milly as the final choice for Tony†¦ A second idea worth of exploration from reading the range of short stories I was given is that of the characters totally fitting their stereotype of a nineteenth century women. The main character I feel fits into this idea is Sophy out of the story ‘The Son’s Veto’ by Thomas Hardy. Like the stereotype Sophy is weak and is described as a ‘poor thing’ within the opening of this short story. We also see just how weak Sophy is through her relationship with her son, Randolph. Her son is her biggest critic. We see this where he corrects Sophy’s grammar; ‘Has, dear mother – not have!’ This is showing that Randolph is using his education to take advantage of his mother disadvantages. Randolph is always correcting his mother and is ashamed of her as she is not as well educated as she should be; this is however, due to her background. Randolph is very impolite to Sophy even though she is his mother; ‘Surely you know that by this time.’ He is the child in this relationship but seemed to dominate Sophy showing how much more like her stereotype she is, especially when she does nothing about it. She realises her role in Randolph’s life and all men; she is considered to be beneath them and not worth their company. Randolph will not associate with those who are of a lower class then him, this includes Sophy. Hardy perceives Sophy as a fragile character by not letting her stand up for herself. When Sophy tells Mr Twycott she will not be working for him anymore so she can marry Sam, her reply to Mr Twycott when he asks if she wants to marry Sam is; ‘Not much but it would be a home for me.’ This shows she does not really care who she ends up with as long as she has a roof over her head. Another useful way that Hardy presents Sophy as being her typical stereotype is when she takes drastic action by marrying Mr Twycott instead of her beloved Sam after a fight with Sam. She marries Mr Twycott more for respect then love which ‘almost amounted to veneration’. Mr Twycott knows he is marrying beneath him and will lose all the respect he has gained as said in the narrative part of the story; ‘Mr Twycott knew perfectly well that he had committed social suicide by this step’. He moves to London because of the fact he feels Sophy is beneath him. Sophy could have refuses Mr Twycott’s marriage proposal but has no power or confidence in herself to do this as she is scared of the consequences if she does not do as she is told by the males in her life. Hardy puts Sophy across as being the perfect stereotype for typical nineteenth century through this action; domination by males. The second character that I feel fits into this stereotype for being totally stereotype is Milly Richards again from the short story ‘Tony Kytes the Arch-Deceiver’ by Thomas Hardy. Milly is seen to be the perfect stereotype for the nineteenth century woman. She has the husband ready for her and is very devoted to him and is presented as being very dominated by him and his needs. She is submissive to Tony and gullible to what he says. Her behaviour around him is very much like what women in the nineteenth century were expected to be like and did what was expected of them. As the short story develops we see that Milly is of a very naà ¯Ã‚ ¿Ã‚ ½ve nature as she is asked to hide from one of the other women in the story for the sake of ‘keeping the peace’ between that particular woman and Tony. Fitting the stereotype Milly agrees to do as she has been told by Tony, ‘I don’t mind, to oblige you, Tony’ Milly does not seem to mind, in my opinion, that Tony seems ashamed to be seen with her. Milly didn’t ‘care much about doing it’ and crouches down in the wagon unaware that Unity is also hidden amongst the wagon at the other end. Further into the story Milly realises that Unity is in the wagon and creeps up closer to her. And even though Tony was in the wrong of having three women aboard his wagon Milly is very defensive of him; ‘Mind what you are saying!’ This proves she is even more like her stereotype due to her protecting the male and not thinking he could do anything to harm her and thinking he is perfect. She is extremely protective of Tony and does not think that he would do such things to her resulting in her being disloyal to her own sex for not believing what Unity is saying to her. Toward the end of the story Milly is found amongst the wagon by the other two women. Tony chooses the other two women over Milly and so chooses Milly last to wed him. This is because he knows she is the typical stereotypical woman for the nineteenth century otherwise he would not have wasted his breath. Milly being the perfect stereotype says; ‘If you like, Tony. You didn’t really mean what you said to them?’ And with a quick ‘No’ from Tony things were settled and Milly believed what he had told her. Tony is actually indeed disappointed he is left with his final choice as it is not seen as a challenge to win over Milly because she is the typical stereotype. For my third and final idea in this piece of coursework I will comment on contradicting stereotypes. The stereotypes that I have chosen that are perfect for this category are out of the short stories ‘Births. Mrs Meek, of a son’ and ‘The Woman’s Rose’. Firstly I will mention the character of ‘The girl’ in the story ‘The Woman’s Rose’. The basis of the story is a rose that ‘the girl’ has and is very important to her. This rose is not mentioned very much at all in the opening of the short story but closer to the end it is clear that it is important. At the start of this story ‘the girl’ is the only woman in the village and so has her choice of men, then ‘the narrator’ comes along. I feel that ‘the girl’ is contradicting of her stereotype for the typical nineteenth century woman due to the impact she has on men in the story. Instead of being reliant on men and thinking about men all the time she is more interested in the only other woman in this story and she has much more influence on the men in this short story then they will ever have on her. The men in this story worshipped ‘the girl’ like a queen as there was no other women to worship and all the men are trying to win her over and stand out so she will ‘choose them’. ‘The girl’ had power; she was the centre of attention and stood out, what women in the nineteenth century were not expected to do. Schreiner presents ‘the girl’ as being very much what women would loved to have been like and had the power to choose their choice of men rather then having to do the running themselves. At the end of the short story ‘the girl’ goes up to ‘the narrator’ in a bid to become her friend although she has received mixed messages of whether or not to speak to her or not. ‘The girl’ gave her one of the things that was most precious to her; the rose. ‘The girl’ is not the stereotype of what a typical nineteenth century woman should be. She concentrated more on her relationship with ‘the narrator’ then she did worrying about what typical women did back in those days; getting a husband and producing children for the male in their life. ‘The girl’ wanted more for herself then that and did not depend on males but influenced them. In this short story it was more of a role reversal. I am also going to mention the only other woman that is in the short story ‘The Woman’s Rose’. She is known as ‘The narrator’. The rose in this short story is straight away put across to be very important to ‘the narrator’ in the opening paragraph which ends; ‘but no one has my rose.’ To show its importance to her. The story then goes on to explain why it is of such treasure to ‘the narrator’. When ‘the narrator’ came into the small village of which ‘the girl’ used to be the only one attention was made of ‘the narrator’ took this away from her. She started t be the centre of attention towards men and they worshipped her instead. She influenced men. This was not necessarily because she was prettier then ‘the girl’ but because she was something new for the men in the village to concentrate on. This is something that she is not aware of but has the fear that it is because she is new and not because they are truly interested in her. She is fresh meat. This made her feelings towards men feelings of hatred and regret for going to the village. ‘The narrator’ liked the power she received from coming to the village but did not have a clue what to do with it and thinks she is hated by the one thing she does not want to be hated by in the story; ‘the girl’. She wants a friendship with ‘the girl’ but does not know how to go about it as she thinks she is hated and has plenty men to keep her occupied if not distracted from thinking about it. ‘The narrator’ never looked at the girl and never had any association with ‘the girl’ as she believed this was the better way to be if she was hated. Schreiner makes ‘the narrator’ defend ‘the girl’ if she is being spoke of amongst the village to show that she does care about what is said and does want to be her friend. For doing this it pays off towards the end of the short story when the white rose is obtained as an act of friendship by ‘the girl’. ‘The narrator’ is shown to be the complete opposite of her stereotype in this short story and not at all like she is expected to be. She is shown to have other worries than that of the typical worries for women in that time normally. For the other two characters I will comment on in this idea I turn my attention towards a short story named ‘Births. Mrs Meek, of a son’. The two characters that I am going to mention are Mrs Progit and Mrs Bigby. Firstly I will talk about how I think Mrs Bigby is contradicting towards her stereotype. Near the beginning of the story Mrs Bigby is said to be able to ‘storm a town, single-handed’ and that she could ‘terrify the stoutest heart’. Mrs Bigby is almost definitely not at all like her stereotype. She is a ‘remarkable woman’. Her son-in-law is scared of her as she is a scary woman. Other women in her time were not forward enough to be scary as such and did not have the confidence to scare males in their lives. This is the complete opposite of what we saw in ‘The Son’s Veto’ and the character of Sophy. She was not so much scared of her son but the roles were in the correct places for the nineteenth century. The opposite is what we see in the relationship between Mrs Bigby and her son-in-law. Most women in the nineteenth century don’t have much of an education and Mrs Bigby boasts of this knowledge. She is the total opposite of what is expected of women in her time. She is the dominate one in the relationship between her and Mr Meek. She won’t let him see his own son and as a result of this Mr Meek is angry and frustrated; he feels shoved aside. The male in this story feels left out in the cold. With emotions running wild Mr Meek thinks his son is being killed. Mr Meek shows the qualities of a nineteenth century woman instead of Mrs Meek as is expected as she is the woman in this short story. She is possibly the best example of the contradicting stereotype along with the next character I am going to talk about; Mrs Progit. Mrs Progit is a character of copious figure which gets in the way a lot and an obstruction to other people. She completely contradicts her stereotype by being very confident in her behaviour and brings desolation and devastation into other people lives in the short story. She has taken over the house. Mrs Progit won’t let Mr Meek see his son as well as Mrs Bigby. She wants to keep the child to herself and raised a storm about the subject. She has power and alienates Maria Jane’s affections towards Mr Meek with the power she has. She pushes Mr Meek about which is not what her stereotype would do. She is supposed to be quiet and dominated by males but instead there has been a role reversal regarding Mrs Progit. She is completely confident in her own nature and does not let herself get pushed around by the male but instead gives them a taste of their own medicine. This is what women in the nineteenth century did not have the power and confidence to do because they were afraid of the consequences. In conclusion of this piece of coursework I feel I have successfully explored how different writers have presented female characters in their short stories to show different ways in which women could act in the nineteenth century and the results how they act towards other characters in the stories. I read a range of different stories that I felt would get all the different views across and only included those stories that I thought had solid evidence of different ways in which women felt they had to be like or what they wanted to be like. I think I have investigated how the writers create their characters and form the reader’s opinions of those particular characters using structure and clever writing techniques.

Physiological Education Essay

Harvard President Lawrence Summers caused quite a stir in January 2005 when he proposed that women are lagging behind in science and mathematics because of â€Å"innate differences between the sexes† (Angier and Chang, 2005). Angier and Chang at the New York Times agree. They write that research has found that there are a lot of discrepancies–the architecture of their brains, in quantitative test scores, attitudes toward math and science–between men and women (Angier and Chang, 2005). The New York Times report found that boys have outscored girls in the math part of the SATs by as much as 35 points, while verbal scores are very similar. On the other hand, the report notes that there are more boys with attention-deficit disorder, learning disabilities, and autism (Angier and Chang, 2005). Boys, on the other hand, fare rather poorly with reading and writing. NAEP writing tests results in 2003 showed that boys scored 24 points lower than girls. The trend can be seen as early as the fourth grade all the way through college (Connell and Gunzelmann, 2004). Kate Melville explains that girls mainly use a system that is involves more memorization and association of words, while boys rely on a system the deals with the rules of language. Melville, citing a study by Michael Ullman, adds that both boys and girls are using different neurocognitive brain processes in learning language, and information processing (Melville, 2006). Jasna Jovanovic and Candice Dreves sums it up in saying that over the years, the notion is that boys have superior spatial abilities, which helps them in math. While girls are better at language and writing (1995). Do girls learn differently from boys? This paper will provide proof that they indeed do, and will try to delve into why and how they learn differently. Lastly it looks into recommendations for addressing such learning disparities between the genders. Preferences in Learning Styles Erica Wehrwein and her fellow researchers identify the learning style preferences of students to include visual, auditory, read-write, and kinesthetic. They also found that a little more than half of the females preferred a single mode of presenting information, as opposed to only 12. 5% of males (Wehrwein, et. al. , 2007). More than a third of the females favored the kinesthetic mode, followed by the read-write mode at16. 7% (Wehrwein, et. al. , 2007). On the other hand, boys preferred auditory, read-write and kinesthetic evenly (Wehrwein, et. al. , 2007). The researchers conclude that there is a significance difference in learning style preferences between boys and girls. Brain-based Differences Nikhil Swaminathan at the Scientific American says that a growing body of studies over since the 1960s have documented that girls have superior language skills. Swaminathan cites a journal report from the Neuropsychologia that says that girls completing a linguistic-related task showed greater activity in the areas of the brain that are responsible for language encoding, and abstract deciphering of information. The boys showed more activities in the visual and auditory areas, depending on how the words were presented (Swaminathan, 2008). Swaminathan concludes that in a classroom, it implies that boys have to be taught visually and orally (through texts and lecture) to gain a full understanding of the lesson, while girls can pick up the concepts by using one of either (Swaminathan, 2008). The study monitored the brain activities of 62 kids (31 of each) from 9 to 15 years old (Swaminathan, 2008). CBS News correspondent Elizabeth Kaledin cites a study conducted by University of California at Irvine psychologist Richard Haire, which shows that at the very least, men’s and women’s brains work differently (Kaledin, 2005). Kaledin also cites Dr. Jay Geidd’s studies showing that boys and girls have different brain development, with girls’ brains maturing faster than boy’s, except in the area involved in mechanical skills (Kaledin, 2005). Dr. Leonard Sax offers a much more empirical example, saying that at 12, the geometry area in a girl’s brain is equal to that of an 8 year old boy, while the language area of a boy’s brain is three or four years behind that of a girl’s brain. Dr. Sax concludes that boys and girls see, hear and respond differently (Kaledin, 2005). The Environment’s Role In an interview Parent News, Jasna Jovanovic stresses that there are no genetically-based differences between girls and boys. Jovanovic, however, says that girls will benefit more from teaching methods that include performance-based assessments, hands-on, active approaches, and cooperative learning. Jovanovic also reiterated that the difference might lie in the child’s environment. Jovanovic laments that societal expectations and stereotypes tell girls that they are not good in math or science, so they shouldn’t be very interested in it (Understanding Gender†¦ , undated). Jovanovic participated in a single-sex education in grades K-12 roundtable discussion sponsored by the American Association of University Women Educational Foundation. Jovanovic’s view is shared by Barnard President Judith Shapiro who adding that while nature may form part of the loss of interest among girls in science, there is also the nurture part (Kaledin, 2005). Donna Milgram, expounding on the gender differences in math, science, engineering and technology, says that the reason why many girls are floundering in these areas is that they have less experience in the hands-on application of learning principles than boys. Milgram says that the studies show that gender differences, most likely, stems out of nurture, not nature (Milgram, undated). Milgram adds that another important area of concern is that of perception and confidence. Females are most likely to succeed in science, engineering, technology and math if they feel confident that they could master it (Milgram, undated). Recommendations Jovanovic and Dreves recommends that child care providers and teachers give every child the chance to learn math and science. Staff should be trained on the equal treatment of boys and girls in the classroom, as well as be given the necessary resources and materials to give the children hands-on experiences in both subjects (Jovanovic and Dreves, 1995). Jovanovic, in the Parents News interview, also suggests a smaller class size, a core curriculum approach, more personal relationships between teahcers, students and administrators, more higher-order thinking-related activities (Understanding Gender†¦ , undated). Teachers, as well as students, need to be aware of learning style preferences. That way, they can tailor-fit their instruction, activities and tasks to optimize learning. Dr. Leonard Sax says that it’s very important to understand and pay more attention to the learning differences between girls and boys, and even in the differences in the way they develop. Dr. Sax points out that if we continue to ignore these differences, chances are at age 13, we’d have girls who think they can’t do math and boys who think that poetry is a waste of time (Kaledin, 2005). * * * The body of evidence, the growing of research, the viewpoints held by various authorities may differ, at the very least, and contrasting and confusing at the most. What’s clear, however, is the fact that girls and boys differ in they ways that they learn something. It may be attributed to physiological factors, or it may stem from the child’s environment. The debate, however, is important not because we need to determine whether boys are more intelligent than girls. That is way beside the point. Our role as educators is to make sure that our students learn, in a manner that’s easy for them. While suggestions have been brought to extremes like a single-sex classroom setting, the bulk of the responsibility rests on our shoulders. We need to understand these differences, be it physiological, or environmental. We need to understand our students. We need to understand their learning patterns. Having understood their strengths, and the innate differences, we can tap it to make it easier for them to learn. We need to find out the proper and optimal mix of instruction, of lectures, of the use of materials and resources. We need to be creative, innovative in the classrooms and outside it, in order to capture our students and interests in they way they were wired to appreciate it. Lastly, and perhaps, most importantly, we need to create a supportive classroom environment where boys and girls can be themselves, and make both understand that each of them are there to learn in his or her own style and pace. It’s the only way we can safeguard their self-confidence and esteem. References Angier, Natalie and Chang, Kenneth. (2005). Gray Matter and Sexes: A Gray Area Scientifically. New York Times. Retrieved on 15 April 2008. Connell, Diane and Gunzelmann, Betsy. (2004). The New Gender Gap. The Instructor, March 2004. Retrieved on 15 April 2008. Kaledin, Elizabeth. (2005). Intellectual Gender Gap? CBS News. Retrieved on 15 April 2008. Jovanovic, J. and Dreves C. (1995). Math, science, and girls: Can we close the gender gap? University of Illinois at Urbana-Champaign. Retrieved on 15 April 2008. Melville, Kate. (2006). Big Gender Differences In Language Learning. Georgetown University Medical Center. Retrieved on 15 April 2008. Milgram, Donna. Gender Differences in Learning Style Specific to Science, Technology, Engineering and Math. Retrieved on 15 April 2008. Swaminathan, Nikhil. (2008). Girl Talk: Are Women Really Better at Language? Scientific American. Retrieved on 15 April 2008. Understanding Gender Differences that May Occur in Classroom Settings. Adoption. Com. Retrieved on 15 April 2008. Wehrwein, Erica, Lujan Heidi and DiCarlo, Stephen. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiological Education. Retrieved on 15 April 2008.

Midweek review

Since the start of this course the collaboration between us went well. At the first meeting we made several arrangements concerning communication, availability and responsibilities. We decided to communicate through Backbone and we made meeting appointments a couple of days In advance. We came together before the analytical skills meetings and compared our results for Improvement and better understandings.With both of us attempting all the questions before we met to check If the answers were correct and helping the other If he did not understand how to do the question. The first presentation was set up In parts by our self with a high frequency of communication. Due to the structure of the presentation, we had to have constant communication with each other to ensure coherence between our parts and to ensure that we reach a common final conclusion. We will continue our current method because we think it has been successful so far.We have not had any immunization misunderstanding, and by using Backbone as a way of communication it allows us to get our points across immediately and efficiently without having to waste time traveling to a certain meeting point to discuss. We do agree that with respect to the final presentation, we might need to also increase the amount of personal meetings. And thus we have decided to start the research for the project early so that we could have meetings after tutorials. With respect to the time management during the course so far, we can be satisfied.Every assignment was finished properly in time according to our arrangements. We learned from the first presentation that it will be better to start earlier for the next presentation so we could do even more research. Furthermore we are really satisfied the way our cooperation worked out and we do not see any problems for the rest of this course. We followed our own composites arrangements and helped each other out where necessary. As learning point It might be useful to do more resea rch for presentations.Our way of communication does not deed any Improvements since we are always replying quite fast to each other. We talked about the feedback from the presentation and gave each other and thought about personal Improvements. In overall we feel that despite coming from different cultural backgrounds, we are able to work together as a team. We believe that we will not have any problems working together as we both want to do the best for this module, and have set certain standards for our projects. Midweek review By moratorium Midweek evaluation of teamwork and working procedure (Team Report) Queue JinnLiana – 16063163 meeting appointments a couple of days in advance. We came together before the analytical skills meetings and compared our results for improvement and better if the answers were correct and helping the other if he did not understand how to do The first presentation was set up in parts by our self with a high frequency of arrangements and helped each other out where necessary. As learning point it might need any improvements since we are always replying quite fast to each other. We about personal improvements.

About a memorable experience Essay Example | Topics and Well Written Essays - 500 words

About a memorable experience - Essay Example These make me overlook the negative side of life, with all the bad experiences it presents. They always remind me that the bad experiences never last, and it is always a matter of time before I smile again. Among all the good experiences I have had, there is only one, which will remain embedded in my mind forever. This is one bittersweet, but memorable experience that has in many ways, influenced my life, especially the way I perceive the world today and the things therein. It all started as a joke, and little did I know that this could culminate into a life-changing experience. On this warm summer afternoon, I asked my friends for their opinions about what we would do for my birthday, as the normal house parties had become monotonous, and I wanted a different experience. â€Å"How about this time round you be the one giving out gifts? Give gifts to people on your birthday!† one of my friends suggested. â€Å"That sounds great . . . but how?† I wondered. â€Å"The homeless!† another friend quickly suggested. The six of us agreed to make it our project, and we started counting down days. Each person would start keeping stuff, which we would take as our gifts. Each one of us would also save little money to buy food and other stuff. With only one and a half months remaining to my birthday, everyone was committed to playing their role. When it was only two weeks remaining, we identified the homeless people we would visit and set everyt hing in order. Finally, it was the eve of my birthday. I invited my friends to our house so we could set all the stuff in order in preparation for the next day. Both my friends’ parents and my parents were happy with our plan and offered us a little more money and stuff to add up. When morning came, we all were happy and anticipated for the unfolding of events in that day. My mum offered to drive us to the designated place. In an hour’s time, we arrived at our destination. We unpacked our luggage and went ahead to

Intellectual property and violations Research Paper

Intellectual property and violations - Research Paper Example The European Union is dealing with the increasing infringement cases in other countries. China has made steps in ensuring the protection of intellectual property. The formation of trade organizations and signing of agreements has improved the intellectual property protection in local and world markets. The law defines intellectual property as anything intangible product produced by a creative mind (Alin, 2014) (Vidrascu, Cristea, Iacob, & Volintiru, 2014). The law is founded on the fact that a creative mind should have some exclusive rights attached to his or her idea. Some of the examples of intellectual property are literature, music, inventions, paint, words, phrases and anything else that is borne by unique creativity of the human mind (Anderson, 2013). The term intellectual property goes back many years. The laws surrounding intellectual property and rights have undergone many changes (Bird & Jain, 2008). The paper examines advantages, violations, rights and laws on intellectual properties in different countries. The current meaning of the term intellectual property traces its roots back to 1867 in pre-modern Germany (Alin, 2014). The North German Confederation had given power for individuals to protect their intellectual property. The term has been used in Europe and America. It is paramount to understand that patents did not start with real inventions. It began with Queen Elizabeth awarding royal grants that had immense monopoly privileges. However, the meaning has evolved to the giving an inventor exclusive rights to sell and control his or her invention. The purpose and scope of intellectual property rights have been changing ever since (Moreno, 2013). For example, in the past the rights were given to encourage invention. They were given only in situations it was necessary. This paper reviews the application of intellectual property and intellectual property rights. It analyzes the advantages and limitations of intellectual property rights.

EMPLOYEE RELATIONS REQUIRES AN INTEGRATED APPROACH FROM MANAGEMENT Essay

EMPLOYEE RELATIONS REQUIRES AN INTEGRATED APPROACH FROM MANAGEMENT - Essay Example Guidelines are drawn to assist the employee understanding of the goal and objectives set by the management, more so, information is given to help the employees while taking corrective action and they are further given advise on how to go about bargaining their terms of employments, legislation and regulation. Employees relations is some times confused or used as a synonym for industrial relation since it deal with the relationship of workers and management and the conduct of workers in the in work place. To understand the employee relations, one must start by understanding the legal frame work in the work place, and then consider the social psychological influence aspect part of the employee in terms of trust, communication and commitment. In deep understanding of the employee relations, it's important to consider factors that influence the employer employee relationship Globalization is one of the factors affecting the employee relations, otherwise known as the industrial relations. Strategic management is important because changes in employee relations has resulted to increased bargaining power of the employees, flexibility in working time as well as changing job functions and this has occurred due to the increase in competition, product processes changes due to consumer awareness combined with the increasing essence in quality, productivity and skills. An integration of all these factors has had impact on the practices and policies of the management. While managing change in the firm, the employee involvement in making sure the change is effected is very important while the management has to ensure that the skills processed by the employees are compatible with those required in the market to meet the customer needs. The results of globalization are that:- Countries have become more interdependent economically than before due to the breakdown of barriers of trade hence they cannot become self reliant. Governments have been unable to control information, technology and capital flow across the boundaries. Markets are now not regulated allowing the goods, services and capital to integrate like the European Union Companies are becoming global entities which are forming the global webs due to de-nationalization of firms The firms have discovered the importance of remaining competitive in the market b y producing high quality services and goods A strategic human resource management is essential in making sure the objectives of production of high quality products, ability to counter fast to the dynamics of the market and continuous innovation are attained, and this can only be achieved through employee training, involvement and intrinsic and extrinsic rewards, this making the employee relations to be of paramount importance in management. In many firms which include the general motors, the employee relations are taken to consist of five values which have enabled the management to succeed in achieving its objectives, these are: How the works are organize Acquisition skills and development of employees Compensation and pay processes and structures Security arrangements on employment and staffing Labor management issues With the increased importance of the employee relations, the human resources is has shifted it focus to quality, innovation and reduction of the cost. The importance of human resource management (HRM) is reflected in the personnel management in the firms. Employee

Managing Information 2 Assignment Example | Topics and Well Written Essays - 1500 words

Managing Information 2 - Assignment Example If considering the enterprise government, focus on executing management actions is required to support the strategic goals of the organization (JOHNSTON et al. 2009). It has been calculated approximately half of the breaches to the security of the information systems are made by the internal staff or employee of the organization (Spears et al. 2010). Security incident management facilitates the development of security incident handling and planning including preparation for detection and reply to information security issues. The standard of the incident management primarily relates to ensure the existence of processes rather than the contents of these procedures. The security incident of different computing systems will have dissimilar effects and escort to different consequences, bureau, departments the organization need to tailor the security incident handling plan according to specific operational requirements. Organizations invest enormous money to buy and install computing e quipments for securing their networks. Information systems security is a challenge for executives and the information technology professionals (Dhillon et al. 2006).Organizations focus on performance and efficiency of the security equipments. This is not enough, as human intervention and a proper plan need to be defined. The information technology professionals are not only responsible for securing the information systems, all the employees of the organization are responsible (Rotvold 2008). One needs to know what an incident is, before making a plan for dealing with the computer incidents. A simple definition is available in network dictionary which says â€Å"An incident as an adverse network event in an information system or network or the threat of the occurrence of such an event.† For organizations to be competitive with network incidents, they must lay a foundation within the organization for incident handling. The incident handling procedure refers to an action pla n associated with security breaches, thefts, distributed denial of service, fire, floods etc. Incident handling consists of six-step process: research, classification, restraint, purge, revival, and lessons learned. The information security should be handled internally and externally by the employees of the organization. They will be supported by the security teams with high-powered information security officers. The employees who do not have insufficient skills in dealing with information security, they can perform well in reducing risk factors (Bulgurcu et al. 2010). In each major business unit, an employee with a skill set of solid risk management and project management can be a good choice to be an information security officer. Likewise, the primary objective is to enforce policies and train the end users for following the procedures made for each policy. Moreover, acceptable use for networks and data on information systems must be communication, as end users can download susp icious codes or emails from the Internet etc. furthermore, if the company decides to outsource its security operations to another company, this will save cost but at the same time increase risks to critical information if no care has been taken for choosing a reliable business partner. Non disclosure agreement must be signed by the service organization and skill evaluation of the staff should also be considered. Furthermore, service level agreements

Designing Continuous Auditing for a Highly Automated Procure-to-Pay Article

Designing Continuous Auditing for a Highly Automated Procure-to-Pay Process - Article Example f a continuous monitoring system also helps auditors to carry out an independent monitoring and enables them to carry out audit tasks on a continuous basis. There have been changes in business and auditing, which prompts auditors to make use of continuous monitoring system and continuous auditing. The changes in auditing environment have made auditors make use of graphic modeling in auditing financial statements, and this calls for the implementation of continuous auditing and monitoring system (Borthick, 2012). The procure to pay process is a very complex automated process which requires a continuous automated monitoring in order to effectively audit the process, the internal and external control, as well as all other financial records of any company that uses this process. However, it is not certain that the implementation of continuous monitoring system will help the auditors to effectively and efficiently carry out their auditing tasks. This is because implementing a continuous monitoring system on the procure-to pay process presents some impediments to the auditors (Borthick, 2012). Divergence by business practices where they divert from the original system as employees devise workarounds in order to meet exigencies may become an obstruction to the auditors. When employees diverge from the original system, companies end up changing the entire system in order to enable the system to support the employees work. This means that the auditing process will always be subject to continuing system enhancement and this can be a huge challenge for the auditors (Borthick, 2012). It is also true that the reliance on the system development life cycle that is warranted for the operation of system controls can create huge problems to the auditors. In some companies, the continuous monitoring is always based on the assumption that price looks up for pallets by each day are correct in all aspects (Borthick, 2012). This assumption is tenuous given the interaction of changes

Christianity Research Paper Example | Topics and Well Written Essays - 500 words

Christianity - Research Paper Example This idea failed. Around 800 years before Christ, a Zoroastrian religion in Persia claimed that there was the great one God. True monotheism, the belief in one God is held by the Christians, Jews and Mohammedans and this is generated from the Hebrew religion as witnessed in the Old Testament of the Bible. The origin of Christianity can be connected with Judaism, the parent religion. The time of Jesus Christ which can be described as the ‘known world’ was largely under the dominions of the Roman’s. (Rosten, 1975) The origin of Christianity can be traced to Circa, between 2100 B.C and 1500 B.C. The story begins with Abraham who was chosen by God to spread His word. Abraham wife Sarah was barren and unable to produce a child which was to lead the nation. Abraham, with the consent of Sarah, then had sex with their Egyptian servant Hagar who conceived and delivered Ishmael. However, Sarah in the latter years conceived Abraham baby and gave birth to Isaac. This division of Abraham’s message into separate religions was due to the two sons- Ishmael and Isaac. Muslims believe that Ishmael was the apostle, prophet and the legitimate successor. While Christians and Jews believe Isaac (resulting from the conception within marriage) is the true one carrying Abraham divine message. The Hebrew bible tells the story of Abraham in the book of Genesis, chapters 12 through 25. God tests Abraham by telling him to sacrifice his son, Isaac. The son waits for his throat to be sundered. Abraham takes a brea th, closes his eyes, draws back his arm and then†¦Ã¢â‚¬ ¦..hears a voice, â€Å"Stop! Do not do it. I see now that you truly fear me.† Abraham drops the knife and both father and son sob tears of relief. (Rosten, 1975) From Abraham’s original family begins the division between the religions. Christians believe and follow the teachings of Abraham, Moses and Jesus Christ. Jews continued their split from Christianity by not accepting Jesus

Cultural Practices that Influence Academic Performance Essay Example for Free

Cultural Practices that Influence Academic Performance Essay It is a basic or general rule and knowledge that the learning process and patterns differ for every student or learner. The concept of individual differences supports this idea as it builds on the theory that the structure or dimensions of the various faculties of individuals differ for each child, such as the physical, emotional, psychological, and cognitive faculties. From this point of view, we draw out the conclusion that individual differences must also mean that the pedagogical process should be designed to address them in order to facilitate learning in different kinds of situations. In other cases, not only are the various faculties considered, but also environmental factors such as social faculties, and more importantly, the cultural background from which an individual belongs to. With this in mind, the remainder of this text will look into the comparison and contrast of cultural factors that influence academic performance, particularly on a specific learning group – the Limited English Proficient or LEP students and the Fluent English Speakers or FES population. The primary difference between LEP and FES learners is the rate of standard of English language proficiency, either in listening, reading, writing and speaking. The implication of this particular inconsistency of English language proficiency when we talk about the learning situation is that learning becomes imbalanced or varied due to the different learning needs and demands of the aforementioned learning groups. Moreover, this also means that the teaching-learning process will cease to become effective if it lends itself to the traditional means of learning. For instance, since LEP learners lack the knowledge, skills, and competencies of displaying their proficiency on the English language, the curriculum as well as other learning aspects or situations are modified in order to make them less difficult and easier for the learners to understand at their own pace. On the other hand, the FES population has advanced and more developed proficiency in the English language. Therefore, the learning situation should be made challenging in order to increase or further learning and take it to the next level. The Interaction Model presented by Dr. Fred Tempes and Lilia Stapleton in their case study about bilingual education suggest that the academic performance of students when it comes to English language proficiency is dependent on the community background, the knowledge, skills, and competencies by the learner, the instructional method or techniques implemented, and the educational background. The condition of a learner’s community background constitutes the socio-economic status of families within the community and the academic performance of schools or academic institutions that provide learning opportunities for LEP students. These factors have something to do with the chance or capability of families to pay for bilingual educational programs for their children and the academic institution to provide effective and comprehensive bilingual educational programs. Another factor includes the primary language that families use at home and the kind of culture that exists within it. For instance, families that use Spanish as their primary language at home will expect their children to have difficulties in learning the English language in school. Moreover, a family that readily accepts the necessity to learn the English language would be more open to being involved, contributive, and supportive to the English learning process. (Tempes Stapleton, 1986) The student input factors that influence academic performance of LEP students include the obtained rate in English language proficiency, the academic performance rated and quantified for the English courses, and student mobility. In addition, the educational background that affects student academic performance for LEP students has something to do with the design, structure, learning objectives, and quality of educational programs implemented by academic institutions covering the institutional learning goals and objectives, the educational philosophies, the curriculum, the syllabus, instructional methods, strategies, techniques, and materials, and such. (Tempes Stapleton, 1986) On the other hand, the cultural factors that influence academic performance of the FES population differ from that of the LEP students. Culture, particularly language, is less likely to influence academic performance of the FES population since learning becomes easier and less challenging due to their increased proficiency of the English language which is the primary medium of instruction in academic institutions. For instance, instructions or directions are clearly understood leaving enough time for them to accomplish learning goals and objectives for English courses. However, academic institutions need to focus on the educational background or the ability of the academic institution to provide the highest standard of education for the FES population in order to increase the input of the students in terms of their academic performance and development of their English language skills and competencies. This particular difference is the primary reason why teachers express their difficulty in adjusting to the varying needs and demands of LEP students and the FES population. On the contrary, this particular situation is the reason why the government and academic institutions are continually raising the quality of education and educational programs since there is a pressing need to develop and implement bilingual education to address diverse needs of the student population. (Howard Loeb, 1998) The cultural factors that influence the academic performance of LEP students and the FES population has impacted how the government and academic institutions regard and acknowledge the importance of multicultural educational programs or curricula. Aside from the obvious need of LEP students to obtain an efficient, appropriate, and comprehensive language education, the rate of academic performance of the FES population when compared to that of the LEP students helped in establishing multicultural educational programs and curricula to address specific learning needs for both population. One example would be the No Child Left Behind or NCLB Act implemented by the U. S. government in 2001. Taking the context of the NCLB and applying it to the educational situation of American Indians in the country (Beaulieu, Sparks Alonzo, 2005), various discussions were conducted in order to reconcile the need to implement NCLB but at the same time preserve the culture of American Indians through culturally-sensitive educational programs (Campbell, 2000). While effective programs for FES students rely on the continuity of traditional education programs that does not incorporate special courses or directives for the learning of English as a second language, educational programs for LEP or ESL students incorporate the accomplishment of educational standards and guidelines for the learning of the English language while at the same time implementing the traditional programs for FES students which not only focuses on English courses but other subjects, courses, or programs as well. Therefore, the educational programs and curricula for LEP or ESL students are more specialized and particular to the learning of the English language in traditional educational settings, including the need to become integrated to society through the learning process and learn traditional concepts inclusive of regular educational programs, making it more challenging and difficult as compared to those provided for the FES population. (Thomas Collier, 1997) Aside from the implementation of multicultural curriculum as means to develop and improve education for LEP and ESL students, the knowledge, skills, and competencies of teachers in teaching the English language to second language learners should also be evaluated and assessed. TESOL discussed the need not only to improve multicultural curricula, but also to develop teaching capabilities and competencies through teacher education. This will be done by raising standards and guidelines in accrediting teacher education programs. (TESOL Task Force ESL Program Review Specialist, 2008) Considering teacher competencies is one way of addressing the needs of LEP and ESL students and acknowledging the fact that academic performance is not the concern of the students, their parents, and the community alone. One of the main contributors to the academic performance of LEP and ESL students also include the â€Å"teacher factor. † TESOL’s contribution to raising the standards of teacher education to improve the quality of multicultural educational programs has paved way to the rising quality of multicultural educational programs for the benefit of the LEP and ESL students. References Beaulieu, D. , Sparks, L. Alonzo, M. (2005). No Child Left Behind in Indian Country. NIEA Preliminary Report: National Indian Education Association. Campbell. (2000). Amending the Native American Languages Act to Provide for the Support of Native American Language Survival Schools, and for Other Purposes. The Committee on Indian Affairs, 106th Congress: The United States Senate. Howard, E. R. Loeb, M. I. (1998). In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences. Center For Applied Linguistics: ERIC Clearinghouse on Languages and Linguistics. TESOL Task Force ESL Program Review Specialist. (2008). Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education. TESOL. Tempes, F. Stapleton, L. (1986). Case Studies in Bilingual Education. Federal Grant #G008303723 Thomas, W. P. Collier, V. (1997). School Effectiveness for Language Minority Students. Center for the Study of Language and Education. Washington, DC: National Clearinghouse for Bilingual Education.

Aquaculture And Fishing Industries Environmental Sciences Essay

Aquaculture And Fishing Industries Environmental Sciences Essay What are aquaculture and fishing industries? Aquaculture is the art, science and business of rearing aquatic organisms in fresh or marine water under controlled or semi-controlled conditions. The fishing industry activity concerned with culturing, processing, preserving and marketing of fish and fish products. Next, there are many types of aquaculture. For example, types of aquaculture are extensive farming or cage farming and intensive aquaculture. Furthermore, the types of fishing industries includes commercial fishing, fish farming, fish processing, fish products and fish marketing. Besides of types of aquaculture, there are also includes methods of aquaculture. Examples for methods of aquaculture involved open net pens or cages, ponds, raceways, recirculation systems and shellfish culture. However examples for methods of fishing industries included pole/troll fishermen, purse seining, gillnetting, traps and pots, harpooning and trolling. Aquaculture and fishing industries are considered as developing sectors in Malaysia. These industries are contributed to the Gross Domestic Product (GDP), economic growth and providing jobs opportunity to communities as well as to enhance the welfare and quality of life. Aquaculture is the art, science and business of rearing aquatic organisms in fresh or marine water under controlled or semi-controlled conditions. Furthermore, the definition of aquaculture can be break down to two components such as the term aquatic refers to a variety of water environments which including freshwater, brackish water and marine and the term of Aquatic organisms that means the interest with regard to human food include a wide variety of plants, invertebrates and vertebrates. Aquaculture also is the farming of freshwater and saltwater organisms such as finfish, mollusks, crustaceans and aquatic plants. It is also known as aqua farming. For examples, aquaculture involves cultivating aquatic populations under controlled conditions and contrasted with commercial fishing which is the harvesting of wild fish. 1.3 Type of Aquaculture There are two general types of fish farming which are extensive farming and intensive farming. What is extensive farming. Extensive farming means the farming which is easier to set up and maintain because no need for advanced water quality control systems. Ocean waters near the shore with good tidal flushing are the place that most suitable for extensive farming. However, reliance on nature for water management make environmental problems happened. For example, the algae bloom is happened by concentrated waste and nutrients. The ways to prevent and reduce the risks to the environment are more exposed sites and attention to cage density can be establish for those countries that have the species already native in that area. Another type of aquaculture is intensive aquaculture. Intensive aquaculture encourages the use of intensive and closed-loop systems for aquaculture. In these systems, almost all the water is recycled with at most 5%-10% of water being replaced each day. Furthermore, as the water is in a closed loop, the waste from the fish will not impact the surrounding environments. The ability to stack shallow tanks makes intensive farming particularly well suited to flat fish such as flounder. The primary downside is the complexity of the recycling systems. However, intensive aquaculture also provides an opportunity for landlocked nations to become involved and stacking tanks that allows for large numbers of fish in a single facility. 1.4 Methods of Aquaculture There are five methods of aquaculture that included by open net pens or cages, ponds, raceways, recirculation systems and shellfish culture. Firstly, Salmon, the fish enclose in open net pens or cages that mostly exist in offshore coastal areas or in freshwater lakes. The high-impact aquaculture method commonly refers to net pens. This is because the waste from the fish can passes freely into the surrounding environment and contaminate wild habitat. Farmed fish can flee and compete the natural resources with wild fish or interbreed with wild fish of the same species that will compromise the wild population. For examples, diseases and parasites can spread to wild fish through swimming past net pens. Next, ponds is the place that enclose fish in a coastal or inland body of fresh or salt water. This manner is use to raise shrimp, catfish and tilapia. After that, wastewater can be contained and treated. The surrounding environment and groundwater can be polluted by the discharge of untreated wastewater from the ponds. Moreover, the construction of shrimp ponds in mangrove forests has destroyed more than 3.7 million acres of coastal habitat important to fish, birds and humans. Raceways allow farmers convert water from a waterway, like a stream or well and to make it easily flows through channels that containing fish. Furthermore, farmers usually diverting it back into a natural waterway after treating the water. If the farmers untreated the water, wastewater from the raceways can affect waterways and spread out disease. Farmed fish can potentially escape and compete with wild fish for natural resources. Besides this, escaped fish can interbreed with wild fish of the same species which lead the health of wild population at risk. Recirculation systems raise fish in the tanks where the water must be treated and recycled through this system. All the types of finfish species like striped bass, salmon and sturgeon can be raised in recirculation systems. Recirculation systems can address many environmental concerns associated with fish farming in which fish cannot escape and wastewater is treated. However, the costs of treatment for wastewater are expensive and very rely on electricity or other power sources. Shellfish culture means that the types of shellfish such as oysters, mussels, and clams can grow on beaches or suspend them in water by ropes, plastic trays or mesh bags. Mostly, farmers use filter feeders and clean water to thrive. This is because filter feeders can filter excess nutrients out of the water but the farming shellfish with high densities in areas with tidal flow can lead the waste accumulated. 1.5 Species Groups Species groups of aquaculture include finfish, shellfish, crustaceans, echinoderms and algae. The farming of finfish consider as the most common in aquaculture because it raised fish in tanks, ponds or ocean with the main purpose that is to meet the demand for food. Fish hatchery is an adoption that used to release immature fish into the wild for recreational fishing. For examples, salmon, carp, tilapia, catfish and cod are the types of fish hatchery. Secondly, abalone and oyster farming is the types of shellfish farming. Abalone farming began in the late 1950s and early 1960s in Japan and China. Since the mid-1990s, this industry has become increasingly successful. Next, over-fishing and poaching have reduced wild populations to the extent that farmed abalone now supplies the most abalone meat. Thirdly, crustacean farming involve shrimp farming and fresh water prawn farming. Virtually all farmed shrimp are penaeids (shrimp of the family Penaeide). There are two species of shrimp that involved the Penaeus vannamei (Pacific white shrimp) and the Penaeus monodon (giant tiger prawn) account for roughly 80% of all farmed shrimp. These industrial monocultures are very susceptible to disease which has decimated shrimp populations across entire regions. Echinoderm farming is one of the methods of aquaculture. Commercially harvested echinoderms include sea cucumbers and sea urchins. For examples, sea cucumbers are farmed in articial ponds as large as 1,000 acres (400 ha) in China. Last but not least, algae farming such as microalgae also referred to as phytoplankton, microphyte or planktonic algae constitute the majority of cultivater algae and macroalgae that commonly known as seaweed. Despite seaweeds have many commercial and industrial uses but they are not easily cultivated on a large scale. 1.6 Benefits of Aquaculture The benefits can be categorized into three general types that are economic, social and environmental. In the case of aquaculture, the potential for financial gains was the initial cause of growth in the industry. Social and environmental benefits are also being totaled as valid reasons for growing aquaculture sector in the United States. First of all, economic benefits gain from aquaculture. The income of country is generated for the communities and countries by aquaculture. For examples, exporting of aquaculture product to the foreign country can provides security to our economies and cultures. Next, many job opportunities are provided by fish farming from the view of social benefits in aquaculture nowadays. Aquaculture is the potential agriculture to provide those fishermen put out of their works as well as new recruits with a job in aquaculture. Lastly, environmental benefits will decrease the pressure on wild fisheries. The fisheries in many worlds are categorized at unhealthy or unsustainable levels. A growing aquaculture sector can decrease the pressure on wild fish stocks and provide market demand for farmed fish as great as the demand for wild fish. However, fisheries economics and policies have implications for the ability of aquaculture to replace or provide an alternative to wild catches. 1.7 Impacts of Aquaculture The main impact of aquaculture is the pollution of inland and coastal waters. Aquaculture is different with mollusk farming because there are many species of fish rely on a diet of synthetic feed in pellet form. This feed is broadcast onto the surface of the water and feed by the fish as it settles through the water column. Due to not all the feed is consumed, a great deal of feed can reach the bottom where it is eaten by the benthos or break down by microorganisms. This modification of the natural food web structure can significantly affect the local environment. Many studies have indicated feeding exceedingly in fish farms is the effect of changes in benthic community structure because a high food supply may favor some organisms over others. Moreover, tame animals may die in water diminish of oxygen resulting from microbial break down while the mobile population may transfer to other areas. Next, eutrophication is the second impact of concentrate fish culture where the water surrounding raising pens or the rivers receiving aquaculture effluent. Fish waste matter and fecal wastes mix with nutrients released from the breakdown of overfeed to raise nutrient levels well above normal, creating an ideal environment for algal blooms to form. The way to compound the problem is most feed that formulated to contain more nutrients than necessary for most applications. When algal blooms die, they settle to the bottom where their decomposition can reduce the oxygen. There is potentially that algal toxins are produced before they die. Then, the impacts of aquaculture is on natural stocks. Clearly, feeding fish is a fish leads to a net loss of protein in a protein-short world and directly effect on natural stocks, but aquaculture may have a plenty of indirect impact on the natural environment. Almost all the marine or brackish water culture is relying upon natural fisheries for some aspect of operations. Although more and more hatcheries are being constructed to provide seed for shellfish and finfish culture, most farms still capture wild animals for brood stock or for a source of larvae. In some cases, collection of wild-caught shrimp larvae to stock ponds has damage thousands of other larval species in the process. The full effect of removing natural fish stocks from food webs is difficult to predict. When fish are removed to make fish meal, less food may be available for commercially valuable predatory fish and for other marine predators such as seabirds and seals. This effect exacerbates large-scale problems caused by global warming and the El Nino phenomenon. The El Nino of 1997-1998 is considered to be the second strongest warm event in the tropical and subtropical Pacific this century. The shift in water temperature make a severe decline in biomass and total production of small pelagic fish leading to change food webs and a lack of fish meal and fish oil. Furthermore, there is habitat destruction in mangrove forests. There are over 400,000 hectares of mangroves have been altered into brackish water aquaculture for the cultivating of shrimp in Asia. For examples, farmed shrimp is used to raise the earnings of a developing countrys foreign exchange. Tropical mangroves are the habitat that prevent erosion, good quality of coastal water and cultivate many marine organisms. A sustainable and renewable resource of firewood, timber, pulp, and charcoal from mangrove forests are contributed for the local communities. These habitats are destroyed and it is very difficult for the rehabilitation is the one of the ways to build the bank of ponds for shrimp farming. Unfortunately, shrimp ponds are profitable only for a short term because they are limited demand in the shrimp market. Besides that, socio-economic is also one of the impacts of aquaculture. There are many countries that accept the aquaculture because income generated from the export of aquacultures products that can substantially can lead to a long-range social benefits. Furthermore, many rural communities also enjoy the employment opportunities which related to aquaculture but there are some conflicts happened when crash occurred between traditional employment and the aquaculture industry. The important is resource ownership of aquaculture locations is questionable. The economic benefits are more emphasizes compared to the issues of pollution and social problems. 2.0 FISHING INDUSTRIES 2.1 Definition of Fishing Industry The fishing industry includes any industry or activity concerned with taking, culturing, processing, preserving, storing, transporting, marketing or selling fish or fish products. It is defined by the FAO as including recreational, subsistence and commercial fishing, and the harvesting, processing, and marketing sectors. The commercial activity is aimed at the delivery of fish and other seafood products for human consumption or for use as raw material in other industrial processes. Fishing is defined by the activity of catching fish. Fish are normally caught in the wild. Techniques for catching fish include hand gathering, spearing, netting, angling and trapping. The fishing industry is made up of a great number of independent operators who sell their produce as independent contractors to fish processing plants. It is also made up of fishermen and fishing boat crews working for commercial fleets some of which belong to processing companies. 2.3 Types of Fishing Industry Commercial fishing is the activity of capturing fish and other seafood for commercial profit, mostly from wild fisheries. It provide a large quantity of food to many countries around the world but those who practice it as an industry must often pursue fish far into the ocean under adverse conditions. Large scale commercial fishing is also known as industrial fishing. Commercial fishermen harvest a wide variety of animals, ranging from tuna, cod and salmon to shrimp, krill, lobster, clams, squid and crab, in various fisheries for these species. Commercial fishing methods have become very efficient using large nets and factory ships. Commercial fishing gears today are surrounding nets, seine nets, trawls, dredge, hooks and lines, lift nets, gillnets, entangling nets and traps. There are large and important fisheries worldwide for various species of fish and crustaceans. However, a very small number of species support the majority of the worlds fisheries. Fish farming is the principal form of aquaculture while other methods may fall under marine culture. Fish farming involves raising fish commercially in tanks or enclosures, usually for food. Fish hatchery is a facility that releases juvenile fish into the wild for recreational fishing or to supplement a species natural numbers. The most common fish species raised by fish farms are salmon, carol, tilapia, European seabass, catfish and cod. Increasing demands on wild fisheries by commercial fishing has caused widespread overfishing. Fish farming offers an alternative solution to the increasing market demand for fish and fish protein. Fish processing is the processing of fish and other seafood deliver by fisheries, which are the supplier of the fish products industry. Although the term refer specifically to fish, in practice it is extended to cover all aquatic organisms harvested for commercial purposes, whether harvested from cultured or wild stocks. The largest fish processing companies can have their own fleets. The products of the industry are usually sold wholesale to grocery chains or to intermediaries. Fish processing may be subdivided into two major categories that is fish handling and fish products manufacturing. Another natural subdivision is into primary processing involved in the filleting and freezing of fresh fish for onward distribution to fresh fish retail and catering outlets. The secondary processing that produces chilled, frozen and canned products for the retail and catering trades. Fish and fish products are consumed as food all over the world. Fish and other aquatic organisms are processed into various food and non-food products. Fish oil is recommended for a healthy diet because it contains the omega-3 fatty acids, eicosapentanoic acid (EPA) and docosahexanoic acid (DHA), precursors to eicosanoids that reduce inflammation throughout the body. Fish emulsion is a fertilizer that is produced from the fluid remains of fish processed for fish oil and fish meal industrially. Fish meal is made from both whole fish and the bones and offal from processed fish. It is a brown powder or cake obtained by rendering pressing the whole fish or fish trimmings to remove the fish oil. It used as a high-protein supplement in aquaculture feed. Sea horse, star fish, sea urchin abd sea cucumber are used in traditional Chinese medicine. The Sea snails Murex brandaris and Murex Trunculus are used to make the pigment Tyrian purple. Some sepia pigment is made from the inky secretions o f cuttlefish. Fish marketing is the marketing and sale of fish products. It would require special facilities for transportation and holding in wholesale and retail markets. When they have to process before marketing it will undoubtedly be advantageous to link the production centre with transport, storage, preservation or processing system of general fish marketing. This will allow fuller control of market outlets and prices, allowing grater marketing flexibility. Method of Fishing First method is using a fishing pole and bait by pole troll fishermen to catch the fishes, encompasses from tuna to cod. This type of fishing is called pole troll fishing. It is environmental friendly and a good alternative to pelagic longline. Unlike pelagic longlines, the rate of bycatch I pole troll fishing is diminishing. Next, purse seining is use with a large wall of netting to enclose fishes. Fishermen pull the bottom of the netting closed like a drawstring purse to herd fish into the center. The types of purse seines used depend on which species of fish like sardines or other animals like school of dolphins. Gillnetting is a net that uses curtains of netting and hang with floats and weights. Function of floats and weights are to fix the net to the sea ground or make it to float at the surface of the sea. The purpose of this netting makes the fish invisible to it so the fishes will swim into it. Gillnets are used to catch sardines, salmon and cod yet the sharks and sea turtles accidently. Longlining is string with small lines of baited hooks and swinging at flat spaced intervals. It can be put near the surface or place on the sea ground to catch pelagic fish like tuna and deep dwelling fish. Lonlining also cause bycatch problem because some of the animals like sea turtle, sharks and seabird can be attracted to the bait. However, by lowering the longlining to deeper sea bycatch can be reduced. Trawls and dredges are nets set at different depths to catch fish. Trawl nets are dragged along the sea ground to catch fish like pollock, cod, flounder and shrimp. Meanwhile, dredging is carry out by locating a heavy frame that attached with mesh bag along the sea bed to catch animals which is living in the sand catches, such as scallops, clams and oysters. Both trawls and dredge activities intentionally can damage the sea floor and results in bycatch risk. Fishermen submerged wire or wood cages on the bottom ocean to attract fish with bait and hold them alive until fishermen return to haul in the catch. This fishing method is known as traps and pot. Mostly, fishermen catch lobsters, crabs, shrimp, sablefish and Pacific cod by this method. They have less negative impact if compare to trawls in unintended catch and sea floor impact. One of the conventional method for catching large fish and still used until today by skilled fishermen is harpooning. When a harpooner spots a fish, he thrusts or shoots a long aluminum or wooden harpoon into the animal and hauls it aboard. Harpooners catch large, pelagic predators like blue fin tuna and swordfish. Harpooning is an environmentally responsible fishing method. Bycatch of unwanted marine life is not a issue because harpoon fishermen visually identify the species and size of the targeted fish before killing it. Trolling is a hook-and-line method that hauls a fishing lines behind or alongside of a boat. Due to different depths, fishermen use different types of lures and baits to troll and attract for different kinds of fish. Trollers catch the fish such as salmon, mahi mahi and albacore tuna which will following a moving lure or bait. Trolling is a fishing method that will not destroy or harm the environment. Since the fishing lines are reeled in soon after a fish takes the bait, fishermen can release fish that is unwanted from their hooks immediately. Effect of Fishing Industries Overfishing occurs when fishing activities reduce fish stocks below an acceptance level. This can occur in any body of water from a pond to the oceans. Ultimately overfishing may lead to resource depletion in cases of subsidized fishing, low biological growth rates and critical low biomass. For example, overfishing of sharks has led to the upset of entire marine ecosystems. The ability of fisheries to naturally recover also depends on whether the conditions of the ecosystems are suitable for population growth. Dramatic changes in species composition may establish other equilibrium energy flows that involve other species compositions than had been present before. For example, remove almost all the trout and the carp might take over and make it nearly impossible for the trout to re-establish a breeding population. A sustainable fishery produces consistent output over an indefinite period without damaging the environment. It combines with some theoretical disciplines, for example preventing overfishing through a few techniques, like quota of fishing for individual, lowering the practices of illegal fishing. This can be done by implementation of related regulation and law, protected areas is created, restoring destructed fisheries and also organizing some campaigns and certification program. The main issue about sustainability is heavy fishing pressure, such as over exploitation and growth overfishing will cause the loss potential yield, stock structure will erode to the point where it loses diversity and resilience to environment fluctuation, and economic infrastructure and ecosystem will cycle between collapse and recovery. The resource usage in political goal usually is the weak part in the system of fisheries management because both having different objective in fisheries management. The political objective are to maximize sustainable biomass and economic yield, increase the employment in certain areas, and also secure the supply of food and production of protein. Ways to Reduce the Effect of Fishing Industries One of the ways to reduce the effect of fishing industries is stopping the slaughter. WWFs Global Marine Programmer is having cooperation relationship with all fisheries around the world with aim to reduce harm of ecosystem that caused by damaging and wasting fishing practices. They are focusing on work o f by catch since it was one of the greatest and most pervasive threats to the life in ocean. In the year of 2004, WWF created a Global By catch Initiative with respect to sustainable fisheries and species conservation. The initiative along with fishing industry, conservation organization, government and academia in searching the ways of reducing by catch and promote the ways to world. In order to reduce the negative impacts of fishing, the task includes combining conservation of fisheries management and strengthening fisheries policy, terminating the practices of destructive fishing and identifying selective fishing gear. The second way is to stop overfishing. In order to stop overfishing, a key area of World Wildlife Funds work on sustainable fishing is engaging with the fishing industry and governments to improve fisheries management. World Wildlife Fund also pay attention on incorporating ecosystem-based management into the way of fisheries are managed, such as reduce capacity of fishing to the levels that can sustain the marine ecosystems, reduce fishing pressure to allow over-exploited fish populations to recover and ensure the maintenance of healthy populations. Other than that, fisheries policy should be strengthen and promote fairer Fisheries Partnership Agreements for fishing in foreign waters and reduce illegal fishing. The following way is promoting sustainable seafood. World Wildlife Fund is promoting economic and consumer initiatives, and trade management measures that encourage sustainable fisheries. A main focus of work involves supporting the activities of the Marine Stewardship Council, an independent organization. It is recognizes via a certification programme, sustainable marine fisheries and their products. World Wildlife Fund established a Sustainable Seafood Choices project in 2005 to aim at the retail and market end of the seafood industry to support the MSCs work. In partnership with other Non Government Organizations, the project combines advocacy, strategic partnerships, and communications to raise the profile of sustainable seafood products with consumers and markets, and provide guidance on their purchase. 3.0 CONCLUSION In a nutshell, aquaculture will be one of the most feasible and practicable methods use to supply the demands of the world. But there are many challenges and difficulties for maintaining the profitability and environmental compatibility of aquaculture occurred. Many governments wish for the development, evolution and expansion of aquaculture which is concentrate and centralize on the economic growth. But some of the governments have started to enforce and actualize stricter regulatory recommendations addressing environmental and social issues to assure and fight on the sustainability of aquaculture. Malaysia has made evolvement and development in the establishment of legal and regulatory scheme which are having a positive effect on aquaculture growth at the beginning and with the requirements that people also have to maintain the balance of ecosystems. Fishing industries also play a significant role in contributed and fulfillment the various demands of people among the world. People can get sufficient and enough supply of fish at anytime and anyplace from global. Besides, it also provides a large number and potential jobs opportunity to the community and it will reduce unemployment eventually. Because of the high employment, income of the community and the income earn by country will increase and it will improve the quality of life directly.

Factors Affecting The Anodizing Of An Aluminum Metal

Factors Affecting The Anodizing Of An Aluminum Metal Anodizing is a process for producing decorative and protective films on articles made from aluminum and its alloys. It is essentially a process where a thick film of aluminum oxide is built up on the surface of the aluminum through the use of a direct current electrical supply. In the majority of anodizing plants in New Zealand it is carried out in an electrolyte bath containing sulfuric acid with aluminum sheet cathodes and the work to be anodized attached to the anode (Figure 1). When the current is flowing in the cell the following sequence of events is believed to occur. Sulfuric acid begins to decompose, the hydrogen ions moving to the cathode where they are reduced to hydrogen gas: 2H+ + 2e- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ H2(g) (1) Simultaneously, negatively charged anions, i.e. hydroxide, sulphate and maybe oxide ions move to the anode. The electrical charge in the circuit causes positively charged aluminum ions (Al3+) to be generated in the anode and in turn move toward the cathode. At the anode surface they react with the oxide/hydroxide ions to form aluminum oxide (in the case of the hydroxide ion, hydrogen ions are released into the solution). There are two types of ions involved in any Electrolyte. The reactions take place and Anions and Cations are formed and transferred to the opposite ends of an Electrolyte. Anions are positively charged ions and Cations are negatively charged ions in an electrolyte. In chemistry, an electrolyte is any substance containing free ions that make the substance electrically conductive. The most typical electrolyte is an ionic solution, but molten electrolytes and solid electrolytes are also possible. Ion is a particle which is electrically charged either positive or negative; an atom or molecule or group that has lost or gained one or more electrons. An ion is an atom or molecule where the total number of electrons is not equal to the total number of protons, giving it a net positive or negative charge. An anode is an electrode through which electric current flows into a polarized electrical device. A cathode is an electrode through which electric current flows out of a polarized electrical device. Anodizing is a method of electrolytic passing to increase the thickness of the natural oxide layer of the surface of various metal parts. This process is called anodizing because the part which to be treated forms an anode electrode of the electrical circuit. Anodizing mainly increases corrosion resistance and provides better bond for paint primers and glues than bare metal. Anodizing is even used to prevent galling of threaded components and to make dielectric films for electrolytic capacitors. Anodic films are most commonly applied to protect aluminum alloys, although processes also exist for titanium, zinc, magnesium, niobium, and tantalum. This process is not a useful treatment for iron or carbon steel because these metals exfoliate when oxidized; i.e. the iron oxide, flakes off, constantly exposing the underlying metal to corrosion. Anodizing changes the texture of surface and also changes the crystal structure of the metal near the surface. Thick coatings are normally porous, so a sealing process is often needed to achieve corrosion resistance. Anodized aluminum surfaces, for example, are harder than aluminum but have low to moderate wear resistance that can be improved with increasing thickness or by applying suitable sealing substances. Equations of the anode reactions Al à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Al3+ + 3e- (2) 2Al3+ + 3O2- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Al2O3 (3) 2Al3+ + 3OH- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Al2O3 + 3H+ (4) For which the overall process is: 2Al + 3H2O à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Al2O3 + 6H+ + 6e- (5) The sulfate ions also play some part as the oxide coating contains 12 15% sulfate ions. It is suggested that the sulfate ions facilitate the movement of hydrogen ions reducing the cell voltages required. THE DEVELOPMENT OF THE ALUMINIUM OXIDE LAYER Fresh aluminum reacts readily with oxygen to produce aluminum oxide. Once formed the oxide remains firmly bonded to the surface forming an impenetrable layer. Consequently, further reaction ceases. The film is very thin (0.01m), and despite its tenacity it can be removed by abrasion and chemical corrosion. In such instances the aluminum is subject to wear or the surface will mark or become pitted at the site of corrosion. Anodizing produces much thicker coatings (12 25 m) which, if properly sealed, can extend the life of the surface appreciably. Recent research in New Zealand has shown that pitting of the surface can be reduced by up to 90% with a 12 m coating, and by up to 93% with a 25 m coating. In the initial stages (i.e. first 60 s) of anodizing the oxide layer formed is dense and of even consistency. It provides the greatest resistance to wear and corrosion and consequently is called the barrier layer. The growth of this layer ceases when the high electrical resistance of the oxide reduces the potential of the applied voltage in the electrolytic cell. The depth of the coating at this stage is about 0.08m. Subsequent growth is very slow and competes with the acid reaction: Al2O3 + 6H+ _ 2Al3+(aq) + 3H2O which releases Al3+ ions into the solution. Note that the H+ can be at high concentration near the oxide layer due to one of the anode reactions above. See equation (5). At low applied voltages only the barrier layer forms. However, the gradual production of Al3+ ions tends to smooth out the underlying metal surface and give a brightening effect to the article. Objects such as wheel trims and bumper bars are general treated in this way. At higher voltages the growth of the layer continues beyond the barrier layer. Unlike the initial barrier layer this secondary layer, although constitutionally the same, has an open pore-like structure; a consequence of the competing anodizing and acid solution processes. Electron photomicrographs reveal the structure of these anodized surfaces to be as shown in Figure 2. The conditions required to produce coatings vary according to the concentration and nature of the electrolyte, the voltage current density applied, the alloy being anodized and the temperature of the bath. In the majority of electrolytic plants articles are anodized at a potential of 15 20 V and a current density around 1.6 A d-1 m-2; the electrolyte is 3.5 mol L-1 sulfuric acid maintained at temperatures between 20 and 23oC. Under these conditions the quality of the coating is satisfactory for most applications. At higher electrolyte concentrations and temperatures, and at lower voltages or current densities, the acid solution process occurs earlier in the development producing thin, open oxide coatings. Conversely, hard dense coatings are produced at low temperatures and high current densities. The conditions established in each plant are determined by the type of application. PRE-TREATMENT Step 1 Cleaning Correct and adequate cleaning of the aluminum object prior to anodizing is essential if the finished work is to have a uniform and attractive appearance. When aluminum arrives from the rolling, casting or extrusion mills it may be soiled following ways: Carbonaceous deposits from the surface of forgings and die castings Traces of oil-based lubricants Traces of polishing compounds or sanding grits Oxide films from heat treatment Cleaning these soils from the surface may prove difficult, especially if the requirements of the work do not allow etching of the surface. Most cleaning solutions used in New Zealand operations are detergent based. In addition to the detergent, a wetting agent and a complexion compound may be used. The complexion compound frequently used is sodium polyphosphate a component of many soap formulations which prevents ions, such as Fe3+, adhering to the surface of the work. If etching is not a problem, sodium hydroxide or sodium carbonates (Na2CO3 / NaHCO3) may be added to increase the effectiveness of the solution. Step 2 Etching Etching is most often achieved by the use of a warm, 10 % (2.5 mol L-1) sodium hydroxide solution. It gives the surface of the metal a light grey satin finish (through diffuse reflection of the incident light). The vast majority of work is pretreated in this way. In theory the reactions occurring in the etching solution are: The etching reaction: 2Al + 2NaOH + 2H2O à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2NaAlO2 + 4H2 (7) Dissolution of the aluminates: NaAlO2 + H2O à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ NaOH + Al (OH)3 (8)   Dehydration of the solid hydroxide: 2Al(OH)3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Al2O3 + 3H2O The rate of etching is dependent on the concentration of the sodium hydroxide solution, the temperature and the concentration of aluminum ions which are released into the solution. When high concentrations of aluminum ions are present the solution loses its effectiveness. Presence of other ions, some of which may be a component in the alloy, can also interfere in the process, causing blemishes to appear on the surface of the work. The problem of ion contamination is overcome by employing etching solutions which suppress the action of the Al3+ and other metal ions released. The compositions of these solutions are the propriety of the companies that develop them, but generally contain sequestering agents which complex metal ions. Such solutions do not have an infinite capacity to do this but, due to the carryover of solution by the etched work and periodic replacement by fresh etch solution, the etching batch is maintained in an effective condition (Figure 3). Foaming agents are also a constituent of the etching solution; their action is to reduce the pungent mists/fumes that result from the vigorous reactions that occur. It is important to note that the appearance of the end result is determined at this stage. Work which is poorly etched will reveal scratches or blemishes no matter how well it is anodized or colored. POST TREATMENT After cleaning and anodizing the work is colored and sealed. As all anodized work is sealed, sealing will be considered first, although if coloring is to be done it is carried out prior to sealing. Sealing Sealing is the process in which the pores at the surface of the oxide layer are closed off. It is affected by placing the anodized object in boiling water for a 15 20 minute period. During that time the water reacts with the aluminum oxide to produce the mineral Boehmite Al2O3.H2O or AlO.OH: Al2O3 + H2O à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2AlO.OH Boehmite is a hard, transparent material with a greater volume than the aluminum oxide. As it forms it closes off the openings of the pores. As would be expected, the durability of the anodized surface, especially in regard to chemical corrosion, is greatly influenced by the effectiveness of the sealing. If the duration of the sealing is too short the pores, although constricted, remain open for corrosion agents to be in close proximity to the aluminum surface. Corrosion studies have shown that anodized aluminum which has been sealed for 15 minutes or more has greatly increased resistance to pitting by chemical corrosion agents such as H+ and Cl-. Colouring Colouring involves the absorption of a coloured dye into the pores of the oxide coating which becomes fixed after the sealing process has been completed. Dyestuffs which can bond to the oxide or metal ions in the anodized layer have better colour properties than those that do not. Electrolytic colouring is the most important method of colouring anodised aluminum today. It produces attractive finishes of very great colour and heat fastness and is easy to perform. The anodized work is dipped in a tank containing coloured ions of other metals. Under the influence of alternating current the colouring agents deposit rapidly at the very base of the pores and the take is even over the entire surface. Unlike the process of dye absorption, electrolytic colouring is easy to control and gives uniformity of colour from one run to the next. The success of this technique is evident in the widespread use of bronze colored aluminum in joinery and house fittings. Approximately 66% of all bronze tinted aluminum is coloured by this technique. To a much lesser extent coloured inorganic compounds can be used to colour the work. Ammonium ferric oxalate is a very common compound used to impart a goldy colour to the metal. Other colours can be impacted by treating the absorbed ferric ammonium oxalate with other compounds: for example, potassium ferrocyanide solution will react with the ferrioxalate compound to produce a blue colour. The technique used is to dip the work firstly in a solution of the ammonium ferrioxalate followed by dipping the work in the potassium ferrocyanide solution. This double dipping technique can be used with other compounds to produce a variety of colours: e.g. copper sulfate followed by ammonium sulfide gives green, and lead nitrate followed by potassium chromate gives yellow. Experiment on Anodizing of aluminum Method Before the demonstration Line the inside of the sides of the 1 dm3 beaker with a double thickness of aluminum foil. Fill the beaker with sulfuric acid. This should be at about 25 C adjust the temperature if necessary. Set up the electrical circuit shown in the figure. Make up the dye solution according to the instructions supplied (i.e. dissolve the contents of the tin in about 600 cm3 of water) and add a few cm3 of glacial ethanoic acid. The demonstration De-grease the aluminum strip by rubbing with a tissue soaked in propanone and then dip the strip into a beaker full of propanone for short time and allowing drying. From now on, hold the aluminum by the top few cm only. Dip the bottom half of the aluminum strips into the sodium hydroxide solution in a beaker. Leave it until it begins to effervesce, indicating that the surface layer of oxide has been removed. (This will take about one minute.) Now remove the strip and dip the cleaned portion of it into the nitric acid for a few seconds to neutralize the alkali. Then rinse away the acid with water. Clamp the strip so that the lower, cleaned, section is immersed in the sulfuric acid electrolyte and is in the centre of the cylinder of aluminum foil which forms the cathode. It must not touch the cathode. Complete the circuit with crocodile clips making the aluminum strip positive and the foil negative. Now adjust the power pack and rheostat so that current flows which give a current density of 10 -20 mA cm-2 of anode area immersed. For example if the anode has an area of 3 cm x 3 cm immersed, the area will be 3 x 3 x 2 cm2 = 18 cm2 so the current should be between 180 and 360 mA (0.18 and 0.36 A). Leave to electrolyze for about 30 minutes, keeping an eye on the current and adjusting the rheostat if necessary to keep its value constant. (The current may tend to drop as the oxide layer thickens.) When the electrolysis is complete, switch off the power and remove the aluminum strip. Rinse the strip in water. It will not look very different at this stage. Now dip the strip into about 200 cm3 of the dye solution in a beaker. Make sure that some of the non-anodized part of the strip is immersed as well as the treated section. Leave for about 15 minutes longer immersion will produce a deeper colour. Some of those who trialed this demonstration left the strip in the dye overnight. Rinse to remove any dye which has not been absorbed. Dye will only be absorbed by the anodized section, which will turn a deep cherry red. If desired, seal the dye by immersing the dyed strip for a few minutes in water that is already boiling. This will make the colour less prone to rubbing off, but will wash out some of it. Many teachers may prefer to omit this procedure. Visual tips Large demonstration meters will be easy to see. Long connecting leads are useful to prevent the electrolysis tank becoming lost in a maze of wires. Teaching tips It would be wise to prepare something to fill in the half hour of electrolysis time and the 15 minutes dyeing time. The class could be asked to calculate the expected increase in mass of the anode or to discuss the chemical reactions involved. Have a selection of anodised objects such as saucepan lids available for the class to look at. The demonstration (No. 18) of the reactivity of aluminium without its normal oxide layer could be shown. Some teachers may prefer to anodise some aluminium before the lesson to have some pieces ready to show the class. Theory Untreated aluminium has a layer of oxide about 10-8 m thick. This explains its apparent lack of reactivity. Anodising, invented in 1923, is used commercially to thicken this layer to 10-5 m to improve the metals corrosion resistance. The relevant equations are: Cleaning: Al2O3(s) + 2OH-(aq) + 3H2O(l) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Ã¢â€š ¬Ã‚  2Al(OH)4-(aq) Once the oxide is removed: 2Al(s) + 2OH-(aq) + 6H2O(l) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢2Al(OH)4 + 3H2(g) Electrolysis at the anode: 2Al(s) + 3H2O(l) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Al2O3(s) + 6H+(aq) + 6e- Electrolysis at the cathode: 6H+ (aq) + 6e- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢3H2(g) Electrolysis overall: 2Al(s) + 3H2O(l) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Al2O3(s) + 3H2(g) The oxide coating develops a positive charge by the reaction: Al2O3(s) + H2O(l) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢Al2O3H+(s) + OH-(aq). Thus it attracts dyes that contain coloured anions. These are absorbed in oxide layer which have pores, where they are trapped by heating the oxide to form an Al2O3.H2O seal. Extensions There are a great many variables in this experiment such as: electrolysis time, voltage, current density, concentration of electrolyte, temperature of electrolyte, temperature of dyebath and type of dye. Investigations of some of these could form interesting projects. It is possible to measure the gain in mass of the anode by rinsing the aluminium strip with propanone and weighing it immediately before and immediately after electrolysis. The Different of Anodizing And Electroplating Electroplating is a technique to plate some metal or non metal with metal using electric current. While anodizing is plate metal like aluminum by inserting some substance under the oxidized layer of aluminum by using of electric current force. The function and the effect of both process may the same, like have color surface so that can use as decorative purposes. Not all metal can use anodizing process but only certain metal can use this method to make endure to corrosion effect. Aluminum metal can be treated by anodizing because after electric current process make the aluminium have oxidized layer on the surface and this layer can have wide pore so that other chemicals like dye or prevented agent to be impregnated to enter this oxidized layer. After certain substance enter into this oxidized layer then by certain method the pore can be closed by further process. Actually by using just electric current will create anodized layer, but the problem this layer have no colour and look bad, to make this more interesting then on anodizing process using colour agent and inserted below the anodized layer. Electroplating is directly plate other metal into certain metal with the goal to make more interesting or make more endure to corrosion or from other outside effect. Like on hard chrome plating on screw driver, can make this surface hard and not easy to break if not plate by hard chrome. By nickel plating on other metal will make the surface is endure from reaction effect because nickel more noble than the metal below the nickel surface. Nickel plating usually use in canning process, or use in decorative accessories. Electroplating rely on the plate stick strong, more strong certain plating metal stick to the base metal is better. Electroplating Electroplating is plating to certain metal with other metal that is usually more durable from corrosion or stronger than original metal. The process itself use of electrochemical by which metal is deposited on the origin metal through the chemical bath. Usually using electrode pole that is connected to the negative and the other to the positive pole. Electrode on the negative pole is called as anode and electrode that connected to positive charge is called as cathode. Metal on the solution form will turn to positive ion and on the electrochemical process this ion will attract to negative electrode or to anode and will plate anode. So metal that will be plated is placed on the anode position. Electroplating is done in a plating bath which is usually a non-metallic tank like plastic or glass. The tank is filled by metal solution, which the metal kind will plate the anode. The anode is substrate to be plated which is connected to the negative terminal of the power supply. As we apply current, positive metal ions from the solution move towards anode with negative charge and deposit on anode. As a replenishment of these deposit ions, the metal from cathode will dissolve and goes into the solution and make the ionic potential balance. In the case using of noble metal like gold as cathode it is not sacrificial, but it is made out of materials which do not dissolve in an electrolyte such as titanium. Electrochemical Theory: Actually electroplating is based on the Faradays Laws that state as follows: The weight of a substance formed at an electrode is proportional to the amount of current passed through the cell. The weights of different substances produced at an electrode by the same amount of current are proportional to their equivalent weights. Corresponding mass in an oxidation-reduction reaction is = molar weight of the compound / algebraic change in oxidation number of the atom that is oxidized or reduced. 2 FeCl2 + Cl2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2 FeCl3 Fe valence is change on the reaction from +2 to +3. However on the reaction will: Mn + FeSO4 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Fe + MnSO4 Chrome Plating Chrome plating is a part of coating technology that use of electroplating process. Electroplating process itself can use many kind of metal like chrom, copper, nickel, silver or gold. The process of all metal is similar, that is use of DC electric current and using of metal solution. But the differences of all the process generally on the solution uses, concentration uses, current flow, temperature limitation, plating time and many other limitation that difference of each metal coating. Chromium plating is also different among the result purposes from the current flow, chromium concentration and other chemical additive that is use on each of chromium plating kind. The chromium plating such as hard chrome, dull chrom, black chrome and bright chrome. Every result goal needs different parameter uses that must be followed in order to get the result as the process goal. So chromium plating process needs strict control on the bath concentration, equipment precision and on the method uses. Any small substance contain on chromium bath can result a different kind of product. Anodizing aluminum This is an experiment showing interesting application of electrolysis. The oxide layer on aluminum foil is made thicker by anodizing which improves the metals corrosion resistance. In the process, the thickened oxide surface coating is coloured by using dyes. Lesson organization This works well as a class demonstration, but there are several tasks to complete in preparation. The anodising process itself takes about 30-40 minutes, with nothing particularly dramatic happening, so you will need to plan other activities to fill the time. At the start of the experiment, show the students the effervescence due to the hydrogen evolved from the cylindrical aluminum cathode. A flexi camera connected to a projector could be used here. During the anodizing phase, the theory could be explained with an emphasis on the applications of the process. A collection of anodized objects such as saucepan lids or sports equipment could be available to look at. A well-disciplined and organised class might be able to carry out this process for themselves (in twos or threes), but it is strongly recommended that the treatment with sodium hydroxide solution (Corrosive) prior to the electrolysis is carried out under strict supervision. Apparatus and chemicals Eye protection,Low-voltage DC power pack, adjustable up to 10 volts, Connecting leads and 4 crocodile clips Paper clips, plastic Test-tube holder, wooden, Paper tissues Strip of wood, 15 cm long Ruler (30 cm), Beaker (1 dm3),Beakers (250 cm3), 3Aluminum foil, approximately 40 cm x 15 cm, Congo Red dye (Toxic) Ethanol (Highly flammable, Harmful) Sulfuric acid approximately 2 mol dm-3 (Corrosive), 1 dm3, Sodium hydroxide, approximately 1.5 mol dm-3 (Corrosive), 250 cm3. Propanone (acetone) (Highly flammable, Irritant) Technical notes Congo Red dye (Toxic). Refer to CLEAPSS Hazcard 32. Ethanol (Highly flammable, Harmful). Refer to CLEAPSS Hazcard 40 (2007: 40A) Sulfuric acid approximately 2 mol dm-3 (Corrosive). Refer to CLEAPSS Hazcard 98 (2007: 98A Sodium hydroxide, approximately 1.5 mol dm-3 (Corrosive). Refer to CLEAPSS Hazcard 91.Propanone (acetone) (Highly flammable, Irritant). 1 Reasonably thick aluminium foil should be used, but, if unavailable, ordinary kitchen foil works quite well. 2 Propanone is needed to degrease the aluminium foil and it is worth keeping a bottle specifically for this purpose. The used propanone can be poured back into the bottle and kept for future use. This reduces waste disposal requirements. 3 The solid Congo Red dye needs to be made up into solution. Use 0.5 g of dye, 50 cm3 of ethanol and 50 cm3 of water and warm to dissolve. Dylon cold fabric dye (Camilla A 16) also gives good results. Red fountain-pen ink can be used as an alternative but does not give such good results. 4 Instead of a power pack, a battery or series of batteries could be used. Procedure HEALTH SAFETY: Eye protection must be worn. Before the demonstration a) Cut two pieces of aluminum foil, one 10 cm x 3 cm (the anode), the other about 30-35 cm x 12 cm (the cathode). Ensure that when the foil is folded into a cylinder it fits inside the beaker as shown below. Anodising aluminium b) Work in a fume cupboard and ensure that there are no flames close by. Work on a clean surface. Degrease the two pieces of foil by rubbing well with a paper tissue soaked in propanone and then dip the strips into a beaker of propanone for a few seconds. c) Remove the strips of aluminum from the propanone and allow drying. From this point on, only hold the aluminum foils at the top edges. d) Arrange the larger piece of aluminum into a cylinder. Fix it in position with plastic paper clips and then place inside the large beaker as shown in the diagram. e) Set up the strip of wood on the beaker and use Bluetak to attach two crocodile clips, one at the edge and one in the centre. Attach the outer clip to the aluminum cylinder. This is the cathode. f) Pour some of the cold sodium hydroxide solution (Corrosive) into a 250 cm3 beaker. Hold the smaller piece of aluminum foil with a wooden test-tube holder, and dip it into the sodium hydroxide solution. After a short while, hydrogen gas will be given off rapidly. Remove the strip after a few seconds of fizzing, and wash it in a stream of cold running water. g) Attach the aluminum strip to the central crocodile clip ensuring that it is arranged vertically (see diagram). This central strip (the anode) must not touch the aluminum cylinder. h) Carefully fill the beaker with the sulfuric acid from a measuring cylinder up to a level about 1 cm below the top of the aluminum cylinder. SAFETY: Remember that hydrogen (Highly flammable) will be evolved during the electrolysis. Keep all naked flames well away from the experiment (e.g. when heating the dye solution). Demonstration a) Connect up the circuit and use a voltage of 5-10 volt. Electrolysis is occurring when bubbling can be seen at the cathode (hydrogen). Pass a current for about 20 minutes, or longer, if time permits. b) While the electrolysis is running, heat the dye solution in a beaker to about 70 °C. An electric hotplate is preferable to a Bunsen burner. An additional beaker of boiling water will also be needed. c) Remove the central aluminum strip (the anode) and place it in the hot dye solution. Stir and leave for about 10-15 minutes. d) Transfer the aluminum anode to a beaker of boiling water and leave for another 10 minutes. This seals the dye onto the anodized surface of the aluminum and makes the aluminum oxide layer less porous. e) The upper non-anodized portion of the strip should be the original metallic grey colour whilst the rest should be coloured red. The aluminum strip can be dried in paper tissue and passed round the class. It should not be possible to rub off the dye off the surface. Teaching notes The demonstration itself The instructions may seem very detailed, but experience shows that success depends on getting the conditions just right. You should try out the experiment before carrying it out as a demonstration. It would be useful to have some sample strips of anodized aluminium to pass round. The voltage will drop during the experiment, since the anode is becoming increasingly coated with aluminium oxide. If a rheostat and voltmeter are used, the readings can be constantly monitored and adjustments made to keep the voltage approximately constant. A longer immersion in the dye will produce a strip with a deeper red colour. Leaving the strip in the dye overnight produces the best results. If time is short, omit the dye-sealing stage in boiling water. If there is time, a piece of the cathode could also be immersed in the dye. It will be found that the dye is not taken up by the metal in the same way. This is a good experiment to show students towards the end of their study of electrolysis. Chemistry points When a piece of aluminum is exposed to the air, it rapidly becomes coated with a protective surface layer of aluminum oxide. Heating the aluminum in air can make the oxide layer thicker, but anodising is much more effective. The oxide layer can be made to absorb dyes. This is useful in a range of everyday goods, such as kettles, window frames and some sports equipment, all of which need to be able to withstand extreme physical conditions. Untreated aluminium has an oxide layer about 10-8 m thick. This explains aluminiums apparent lack of reactivity in the laboratory. Anodising thickens this layer to about 10-5 m and dramatically improves the metals corrosion resistance. Oxygen is often evolved at the anode during the electrolysis of aqueous solutions. Aluminium is a reactive metal. The oxygen formed reacts immediately with the aluminium. It forms a solid oxide coating on the surface of the metal electrode. Theory for more able students For students working at a higher ability level, some or all of the following equations and explanations could be introduced: The cleaning process with NaOH: (1) Al2O3(s) + 2NaOH(aq) + 3H2O(l) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2NaAl