Running head USING BENTONITE TO EXTRACT CU2+1USING BENTONITE.docx

Running head: USING BENTONITE TO EXTRACT CU2+1
USING BENTONITE TO EXTRACT CU2+15
Using Bentonite to Extract Cu2+
Name
Institution
Abstract
This study was aimed at determining and comparing the
potential of various weights of activated bentonite (BN). BN is
an essential adsorbent used to remove copper sulfate in aqueous
systems. This bentonite composes of 1M ammonium chloride
i.e. NH3CL ratio; 1:1, w/w. The investigation of the adsorption
ability of the naturally activated material (BN) to adsorb copper
sulfate (CUSO4.5H2O) was investigated using UV-VIS
spectrophotometry. Raw BN (unheated) has the adsorption
ability and thus eliminates copper (II) ions from this aqueous
solution. BN has approximately 62% efficiency of eliminating
Cu2+ from copper sulfate. Various studies have determined that
the removal efficiency of copper (II) ions increase with the rise
in temperature of BN with temperatures not exceeding 200 C
having about 69% efficiency. The percentage was seen to rise to
close to 90% when BN was treated thermally. The optimal

values of the removal rate of Cu2+ resulted when the BN dosage
was 0.4g/100mL.
1.0 Introduction
The existence of heavy metals in most of the aquatic systems
has raised significant concern owing to their high toxicity. The
contamination of water with heavy metals results from daily
human activities. It has been observed that lead concentration in
areas inhabited by people is 20 times higher than in regions that
are not influenced directly by the actions of people. As a result,
various regulations and laws have been enacted to control
effluence with these heavy metals. Thus, the Environmental
Protection Agency, an institution set by the federal government
to adjust and observe pollutants discharge in the environment,
has set the allowable limits of massive metal emissions as
copper 1.3 ppm, mercury two ppb, cadmium 5ppb, lead 15 ppb
and chromium 100 ppb (EPA). Copper is one of the
conventional metal as it is used in metal mechanic
manufactories, industrial plant, and also in food production.
Although many laws have set limits of allowable copper
emissions, excess of its compounds are prevalent in water
bodies. Therefore, it has become necessary to find ways of
safely removing copper from aqueous solutions.
This study is aimed at investigating the efficiency of an
adsorbent material BN in adsorption of CuSO4 from aqueous
solutions. The investigation was conducted using the usages
rates of BN, the influence of BN dose, and results from other
batch adsorption studies.2.0 Literature Review
In the last few decades, contamination of water resources with
ions from heavy metals has increased, becoming a global
concern. Studies have shown that some metals are toxic to the
ecological environment and human lives. Copper sulfate is a
compound of copper and sulfur which forms a heavy metal
precipitate in water bodies. However, copper in controlled
amounts is essential in life forms due to its extensive role in the
generation of enzymes. Despite its importance, it remains one of
the most poisonous metals. Continuous exposure to copper leads

to severe neurological and mental illnesses like memory loss,
depression, tardive dyskinesia, autism, and depression. If human
exposure to copper continues, then it can lead to serious health
hazards such as renal and hepatic dysfunction, gastrointestinal
irritation, hypertension, and many types of cancers. Usage of
agrochemicals containing copper leads to contamination of
water bodies in the surrounding, which affects the quality of
these resources based on ecological and chemical status. Many
people residing in developing countries in Africa are likely to
consume water containing toxicities of copper sulfate as they
farm. Cases of copper sulfate intoxication among farmers have
been accidental since large amounts of the toxic material sip
through the skin as they work on their farms. For that reason,
medical care providers are required to identify cases of
poisoning due to copper sulfate and treat them.
The evacuation of wastewater from manufacturers and industrial
fields into large water bodies has led to the regarding of copper
as one of the heavy metal contaminants that are increasing
globally. Currently, there are different methods of removing
pollutions from the water, such as organic contaminants, salts,
and heavy metals. Other techniques include membrane
separation, electrocoagulation, ion exchange, reverse osmosis,
solvent extractions, packed bed filtration, and electro-dialysis.
However, these methods are relying on energy, which is costly,
making them uneconomical, mostly in the agricultural sector,
which is the largest consumer of water in the world. Besides,
some of these techniques release toxic byproducts that may
affect organisms inhabiting these ecosystems. Therefore, the
adsorption technique is widely accepted due to its low cost and
high efficiency of removal of ionic elements found in the water
resources.
Numerous number groups of researchers have studied the
adsorption process and its efficiency in taking off CuSO4 from
water. This study was conducted by Bourkerroui Abdelhamid et
al., using un-treated BN waste. The percentage of copper
removal ranged between 15 to 69% when the dose of the

adsorbent per 100 ml was varied from 0.25 to 1g. In a different
study, the maximum percentage of adsorption using H3PO4-
treated rice husk was found to be 88.9%. Some researches in the
past used dried sugar pulp as the adsorbent material in the
removal of Cu2+ from aqueous solutions. Other researchers
tested the efficiency of walnut shells in the removal of copper
ions from aqueous solutions and obtained an efficiency of
79.54%, using 0.5/50ml of the solution.
UV-VIS spectrophotometry enhanced the investigation of the
adsorption ability of copper sulfate (CuSO4:5H2O) using
natural materials (BN). The components altered color as per
their ability to absorb a particular wavelength of light. For
instance, the copper sulfate (CuSO4) compound is blue. Blue
color has lower wavelengths of light, thus absorb better at high
wavelengths, an observation that was made in this research.
Electrons absorb energy as they move around and become
disturbed. The light wavelength and power that the particles can
absorb are determined by the type of atoms and their bonds in a
particular compound. The color tends to become darker as the
concentration of the solutions increases. Concentrated solutions
yield more electrons in the sample, and thus, they absorb more
light with a given wavelength. The relationship between
absorbance and concentration of species is evaluated using a
light wavelength in the visible spectrum where we observe
maximum absorbance. The wavelength is termed as λ max and
varies with the molarity.
Many researchers have investigated the efficiency of natural
waste materials like bentonite clay (BN) to determine their
effectiveness of removing metals and ions from aqueous
solutions. Most of these adsorbent materials are unmodified or
untreated. However, this study was explored the potential of an
acid-modified (NH4CL) bentonite in removing copper sulfate
from aqueous solutions. 3.0 Materials and Methods
3.1 Materials
3.1.1Ultrapure Reverse Osmosis (RO) Water

In the course of this study, reverse osmosis waters were utilized
to determine the capacity of adsorption of the activated natural
materials (BN). The values of conductivity of BN waters ranged
between 1.0 and 1.2 S/cm at a temperature of 25°C.
3.2 Chemicals
In the same research, copper sulfate (CuSO4) was utilized to
confirm the potency of adsorption of bentonite, which was
activated using ammonium chloride. The concentration was
varied in steps of 0.1, 0.2, 0.3, 0.4, and 0.5 concentration of BN
to evaluate their efficiency in removing CuSO4 from aqueous
copper solutions. In this section, the natural adsorbents and the
chemicals that were used in the study are listed.
3.2.1 Copper Sulfate (CuSO4:5H2O)
Solution
A 0.5 M stock solution was prepared using copper sulfate
pentahydrate (CuSO4:5H2O), a finding from Fisher Chemical,
NJ, USA. The mixture was made by the addition of 62.42 grams
of copper sulfate pentahydrate (CuSO4:5H2O) to RO waters in a
volumetric flask. The 0.5 M solution had an electrical
conductivity of 30.6 mS/ cm, and TDS was observed to be 15.1
ppt at a temperature of 21.8°C.
3.2.1 Ammonium Chloride (NH4CL)
This acid was used to alter the efficiency of adsorption copper

sulfate (CuSO4) utilizing natural materials, bentonite clay from
aqueous solutions. The dried BN was mixed with ammonium
chloride acid to activate it in a ratio of 1:1, i.e., NH4CL: BN
water; 1:1, w/w. The fume hood was kept at a temperature of
60°C for 6 days.
3.2.3 Nitric Acid (HNO3)
The plastic materials and glassware used in the experiment were
cleaned using pure, colorless compound nitric acid (HNO3).
Besides, the equipment was first rinsed using a solution of
nitric acid before the test. They were also cleaned regularly in
the course of the experimentation with RO water.4.0 Laboratory
Equipment
4.1 Thermo Fisher Scientific
In this research study, the ultrapure or RO water used in the
experiment was obtained using a Thermo scientific smart2pure
ultrapure water system (Thermo Fisher Scientific, CA, in the
USA). The system was functioning at temperatures ranging from
2 to 35°C, pressures between 1 and 6 bars, and PH ranging from
4 to 11.
Figure 1: Thermo scientific Barnstead smart2pure ultrapure
water system, Thermo fisher Scientific, CA, USA

4.2 Portable Waterproof Conductivity Meter
The adsorption of the dissolved salts or solids by activated
natural materials (BN) used in the study was tested using a
Fisher Scientific Accumet AP75 Portable Waterproof electrical
conductivity meter (Fisher Scientific, Singapore). The
conductivity meter device is used to measure TDS and
conductivity by submerging a probe into the solution below the
upper brim of the steel band. The solution is then stirred gently
to form a homogeneous sample to allow time for the readings to
alleviate.
Figure 2: Accumet Fisher Scientific AP75 Portable Waterproof
Conductivity Meter. (Fisher Scientific, Singapore)
4.3 Forced Air Oven
The moisture contents of adsorbent materials (BN) activated
was specified using a Forced Air Oven. The adsorbent material
samples were placed in the oven to dry at varying temperatures
and time.
Figure 3: 1370 FM forced air oven, VWR scientific products,
AZ, USA
4.4 Rotary Mixer (Boekel Scientific Hybridization Oven)
This system was generated to give rapid heat-up, efficient

mixing, and temperature stability. The samples were placed in
villas at 40 revolutions per minute for 24 hours at a temperature
of 23±2ºC to ensure the samples reached the equilibrium point.
The rotary mixer used in this study is Rotary Mixer (Boekel
scientific Hybridization Oven., PA, USA).
Figure 4: Rotary Mixer (Boekel scientific Hybridization Oven.,
PA, USA)
4.5 UV-VIS, Spectrophotometer
The molar absorption of the samples of copper sulfate (CuSO4)
mixed with natural materials (BN) activated was identified in
this research using spectrophotometry (RED TIDE USB650,
Ocean Optics. FL, USA). This spectrophotometry was
interconnected with a computer in the laboratory to display the
results. Five standard samples of varying concentrations (M) of
copper sulfate were used in the study. The equation for linear
calibration can be used to determine the concentration of
CuSO4 solution, which is unknown in the experiment. This
equation is determined by measuring the efficiency of
adsorption at a certain wavelength (nm).
Figure 5: RED TIDE USB650, OceanOptics. FL, USA
4.6 Fisher Scientific Accumet Meters

This equipment was used in measuring the pH of the solutions
of sample water. Figure 6 below shows the Fischer scientific
accumet meters used in this research study is Fisher Scientific
accumet Meters (Fisher Scientific accumet Meters AR15
pH/mV/°C Meter, International Equipment Company. MA,
USA).
Figure 6: Fisher Scientific accumet Meters. FL, USA
4.7 Analytical Balance (Mettler Toledo Laboratory Balance)
The water solutions at required molarity, quantities of activated
materials (BN), and other measurements on quality were
identified using an analytical balance in this study. A Mettler
Toledo Laboratory Balance (MS204S, Mettler Toledo,
Switzerland) was used in this particular study.
Figure 7: Mettler Toledo Laboratory Balance (MS204S, Mettler
Toledo, Switzerland)
4.8 Vulcan Multi-stage Programmable Furnace
As we have seen in the previous section, the samples of
adsorbent materials (BN) were placed in a forced-air oven at
100°C for 24 hours. From here, the samples are placed in a
furnace with temperatures varying between 100 °C and 500 °C.
The used in this study is shown below:

Figure 8: Furnace Vulcan 3-550 (Dentsply International Inc.,
PA, USA).5.0 Methods
5.1 Thermal Treatment of Bentonite Impregnated by NH4Cl
(1M)
First, raw bentonite clay (BN) was crushed into small pieces
before sieving it several times over a screen with holes of a
diameter of 50 μm. The residue was labeled as BN. Some of this
untreated BN was saturated with 1M NH4CL at a ratio of 1: 1,
i.e., NH4CL solution: bentonite; 1:11 w/w. This suspension was
suspended overnight at ambient temperatures and stirred
continuously. The solid was then dried without washing in an
oven at a temperature of 60 °C. After drying and crushing the
solid into fine particles, it was placed in porcelain crucibles for
heating in a furnace at temperatures ranging from 100°C to
500°C in periods of 1 hour. The samples of bentonite were
exposed to temperatures of 100; 200; 300; 400; 500°C. After
that, the bentonite was cooled and washed using distilled water
to rid of all chloride ions. These materials were again crushed
and sieved over a screen with 0.05 mm. The samples obtained
after sieving were labeled BA, which was used in the
investigation of the removal ability of Cu2+ using bentonite.
5.2 Removal of Cu2+ by Bentonite

A mass of BN or BA m (g) was dispersed in polyethylene
bottles of 250 ml into a solution of copper at a concentration
(C0) 0.1(mg L-1). The pH of these suspensions ranged in the
values of natural suspensions pH of 5.5 and 6. Through
continuous stirring, the suspensions were centrifuged, and Cu2+
concentration at the final concentration (Ce) (mg L 1) was
measured at this point.
5.3 Effects of the Physiochemical Parameters
The optimum conditions of the experiment were specified while
the efficiency of metal removal and treatment of bentonite was
systematic throughout this study as it followed the required
parameter i.e.
· Duration of heating and oven temperatures
· Exposure time for bentonite to Cu2+ solutions
· Clay titration effects, i.e., g bentonite per 100 ml of copper
(II) solution
· Influence of heating on the rate of adsorption of Cu2+6.0
Batch Adsorption Studies
Triplicate flask samples were prepared for a batch experiment.
A mass of dry adsorbent material (BN) activated was added in
vials to get 0.25, 0.5. 0.75,1 Or 15g/l dosages of adsorbents.
The CuSO4 solution at 0.2 M was made in the experiment
through the addition of 7.6 ml of CuSO4 at 0.5 M to these
sample vials. This mixture was thoroughly mixed using a rotary

shaker at a temperature of 25ºC for 24 hours to ensure the
samples reach equilibrium points. Once the equilibrium was
reached, the vials a syringe filter was used to separate the solids
from the liquid. About 10 ml of the filtrate from each set up was
used in determining the concentration of CuSO4 using a
spectrophotometer. Through sample analysis, the values
obtained were equated to the initial data. Besides, the
equilibrium adsorption (Qe) for each of the samples was
calculated. 7.0 Chemical Quantification Methods
7.1 UV-VIS Spectrophotometry (RED TIDE USB650, Ocean
Optics. FL, USA)
The ability to naturally activated (BN) to absorb copper ions
from the solution of copper sulfate (CuSO4-5H2O) was studied
using a UV-VIS spectrophotometry. An initial stock solution of
CuSO4 with a concentration of 0.05M was prepared for usage in
the investigation of the absorption ability of the absorbent
samples. The other five additional solutions at 0.1, 0.2, 0.3, 0.4,
and 0.5 M were prepared by diluting the initial solutions with
distilled water or RO water. For purposes of comparison and
using concentration to determine absorbance, the maximum
wavelength in this study was set at 638 nm.
Assuming that the absorbance and concentration at this
wavelength were directly proportional, then a linear equation
for calibration y = 2.324x + 0.02 was used. The graph can be

used to determine the concentration of CuSO4 of each sample
and the efficiency of absorbance of each activated bentonite
(BN). A curve was also obtained for calibration at various time
instances. The results from this experiment are tabulated in
Table 1 below:
Concentration of standard CuSO4 solution (M)
Absorbance at 6.38 nm
0.1
0.245
0.2
0.457
0.3
0.655
0.4
0.859
0.5
1. 052
Table 1: CuSO4 solutions and their respective absorbance at
638nm
A graph of absorbance against the concentration of copper
sulfate is shown in figure 9 below:
Figure 9: Determination of molar absorptivity of CuSO4
From the graph, an equation y = 2.016x + 0.0488 was obtained
that can be used to determine the unknown concentration of

copper sulfate solutions.8.0 Conclusion
Heating of raw bentonite (BN) soaked in a concentrated solution
of ammonium chloride in an oven increases the ion exchange
sites in the material, which in turn leads to increases in the
capability of absorption of Cu2+ from aqueous solutions.
Besides, the heat treatment of some materials increases their
affinity to copper ions. Thus, an equilibrium state between the
clay particles and the copper ions is reached immediately after
contact. Other studies on adsorption isotherms have shown that
the efficiency of removal for copper ions follows two models,
namely: Freundlich and Langmuir, which maintained that the
process of bentonite absorbing copper ions is simply based on
ionic exchanges. When the natural material (BN) activated is
heated, its capacity to remove copper ions is increased, and also
the Kd values are increased. This technique applied in clay
materials could be the solution to the treatment of water often
contaminated by heavy metals such as lead and copper. This
study could lead to essential insights that would help in the
treatment of industrial wastewater before it could be released to
the ecosystem. Based on the effects of exposure to heavy metals
on human beings and other living organisms, a solution should
be sought fast enough to ensure that the water we consume is
free of these toxic elements. Therefore, the discovery of an
economical method of treating effluents would be essential, and
this study can be considered as a step in the right direction.

Concentration (m) VS. Abs (AU)of Copper
Abs
0.10.20.30.40.50.2450.457000000000000020.655000000000000
030.858999999999999991.052
Copper Sulfate Concentration (m)
Absorbance (AU)
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management libraries’, University News, viewed
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spelling of ‘and’.
Where there are three or more authors, list the
first author and abbreviate the rest with ‘et al.’
14
Reference List Example
Explanation
In-text Citation Example

02
01 Introduction
05 Other Sources
Books, Chapters and Publications > 1.8 Translation from the
Original
Kristeva (1995) has achieved great currency since
its translation.
OR
….is argued as the reason for this tension (Tolstoy

1905, p. 70).
Kristeva, J 1995, New maladies of the soul, trans. R Guberman,
Columbia University Press, New York.
OR
Tolstoy, L 1905, Miscellaneous letters and essays, trans. L.
Wiener,
J.M Dent & Co., London.
translation (not the original), and page numbers.

• Translator (*)
• Edition
• Publisher
* The translator’s name should be initial first, followed by the
surname. Translator should be abbreviated to ‘trans.’.
15
Explanation

02
01 Introduction
05 Other Sources
Books, Chapters and Publications > 1.9 Edited or Compiled
Book
Hornberger (ed. 2003, p. 6) questions whether ….
OR
It is not clear if this is support (ed. Hamilton 2005).

OR
Kronenberg, Pollard and Sakellarious (eds 2011)
are interested in providing ….
Hornberger, NH (ed.) 2003, Continua of biliteracy: an
ecological
framework for educational policy, research and practice in
multilingual
settings, Multilingual Matters, Clevedon, UK.
OR
Hamilton, P (ed.) 2005, Visual research methods, vol. 4, Sage,
London.
OR
Kronenberg, F, Pollard, N & Sakellariou, D (eds) 2011,
Occupational

health and safety, vol. 2, Churchill Livington, Edinburgh.
When the editor(s) name is included within your
sentence (not in brackets) place ‘ed.’ for one
editor or ‘eds’ for more than one editor, in the
brackets following their name. Use the full spelling
of ‘and’.
When the editor(s) name is in brackets, put ‘ed.’
for one editor, or ‘eds’ for more than one editor,
before their name and use the ‘&’ symbol.

• Editor (followed by ‘ed.’ or ‘eds’)
• Year of publiccation
• Edition
• Publisher
16
Explanation

02
01 Introduction
05 Other Sources
Books, Chapters and Publications > 1.10 Chapter with an Edited
Book
Abbot (2010, p. 32) believes the horror
blockbuster…..
OR
…influential theory (Naremore 2001, p.11).

Abbott, S 2010, ‘High concept thrills and chills: the horror
blockbuster’,
in I Conrich (ed. ), Horror zone: the cultural experience of
contemporary
horror cinema, I.B. Tauris, London, pp. 27-44.
OR
Naremore, J 2004, ‘Authorship’, in T Miller & R Stam (eds),
Using
learning contracts, Blackwell Publishing, San Francisco, pp. 68-
90.
Use this format where each chapter of the books
has its own author and its own title. For example,
use the chapter author in your in-text reference.

Within the reference list the editor comes after the chapter title
and is
preceded by ‘in’. Note the exception to the order of initials for
editors –
for chapters put the editor’s initial(s) before the family name.
• Author(s) of the chapter
• Chapter title (‘in single quotes’)
• Editor(s) of the book (Use ‘ed.’ for one editor, ‘eds’ for more
than one editor)

• Edition
• Publisher
• Page numbers of the chapter (using ‘pp.’)
17
Explanation
02
01 Introduction

05 Other Sources
Books, Chapters and Publications > 1.11 Online or Electronic
Book
Storey (2004, p.80) states that …..
OR
Functional metabolism is… (Kim 2000, p. 60)
Storey, K 2004, Functional metabolism: regulation and
adaption, John
Wiley & Sons, Hoboken, New York, viewed 4th April 2016,
NetLibrary
database.

OR
Kim, A 2000, Community building on the web, Safari Books
Online,
Boston, viewed 1st June 2017,
<http://proquest.safaribooksonline.com/020187479>.
If an online books has the same structure and page numbering as
the
equivalent print version, reference it as the print version.
Otherwise,
use the online book format above.
The publisher and place of publication now refer to the
producer or
host of the online version, and the city where they are based.
You must
also include the date you viewed the book online, followed by

the full
URL within angle brackets (‘<‘, ‘>’).
• Producer or host of publication
• Place of hosting publication
• Date in which you viewed the source
• URL or location of material (‘<‘, ‘>’).

When the authors’ names are in brackets or in
the reference list, use ‘&’.
18
Explanation

02
01 Introduction
05 Other Sources
Books, Chapters and Publications > 1.12 Government Reports
…valuable future strategies (Bradely et al. 2008, p.
39).
OR

The Human Rights and Equal Opportunity
Commission (HREOC) (1997, p. 18)
recommended….
Bradley, D, Noonan, P, Nugent, H & Scales, B 2008, Review of
Australian higher education, Australian Government, Canberra.
OR
Human Rights and Equal Opportunity Commission (HREOC)
1997,
Bringing them home: report of the national inquiry into the
separation of
Aboriginal and Torres Strait Islanders children from their
families,
HREOC, Canberra.

document, use the author’s surname or authoring
body, year of publication and page number.
your sentence (not in brackets) use the full spelling of
‘and’.
If your are citing an authorising body which has an
abbreviation frequently within your text, introduce the
organization name in abbreviated form in brackets
after the first citation. Thereafter, use only the
abbreviation for subsequent citation (e.g. HREOC – as

used in the above example).
Key elements of the reference should include:
• Author’s family name followed by initials, or authorising
body followed by abbreviation in brackets
• Title of the report (in italics)
• Publisher
• Place of publication.
19
Explanation

02
01 Introduction
05 Other Sources
Books, Chapters and Publications > 1.13 Australian Bureau of
Statistics (ABS)
According to the Australian Bureau of Statistics
(ABS) (2010), the national…..

OR
…concerning figures (ABS, 2010).
Australian Bureau of Statistics (ABS) 2010, Measures of
Australia’s
progress 2010, cat. No. 1370, ABS, Canberra.
document, use the authoring body, year of
publication and page number (if applicable).
abbreviation frequently within your text, introduce
the organization name in abbreviated form in
brackets after the first citation. Thereafter, use only
the abbreviation for subsequent citation (e.g. ABS –

as used in the above example).
• Authorising body followed by abbreviation in brackets
• Title of the report (in italics)
• Publications number
• Publisher
20
Explanation

02
01 Introduction
05 Other Sources
Books, Chapters and Publications > 1.14 Legal Publications
(Cases)
In the case of Mabo v Queensland (no. 2) (1992)
175 CLR, it was….
Mabo v Queensland (no. 2) (1992) 175 CLR1.

• Case name in full (in italics)
• Year of the judgement
• Volume no.
• Abbreviated name of the law reports series
• First page number.
The references should maintain this format regardless of where
the
material was sourced. No not include URL’s for cases found
online.
When you cite a legal case reference in the text of
your document, you must include:
• Case name in full (in italics)
• Year of the judgement

• Volume no.
• Abbreviated name of the law reports
series
• First page number.
21
Explanation
02
01 Introduction

05 Other Sources
Books, Chapters and Publications > 1.15 Legislation: Acts, Bills
and Regulations
…inconsistent legislation was overridden (Racial
Discrimination Act 1975).
OR
As mentioned in the Crimes Act 1900, ss. 41A, it….
OR
The Health Legislation Amendment (Medicare and
Private Health Insurance) Bill 2013 (Cwlth) was
presented for debate by…

Racial Discrimination Act 1975 (Cwlth).
OR
Crimes Act 1900 (NSW)
OR
Health Legislation Amendment (Medicare and Private Health
Insurance)
Bill 2003 (Cwlth).
• Name of the Act (in italics), or the Name of the Bill (without
italics)
• Year (in italics) unless it’s a Bill
• Jurisdiction
In Australia, this should be one of the:

• Cwlth for the Commonwealth of Australia,
• NSW, Vic, Qld, WA, SA, Tas, ACT or NT for one of
relevant states/territories.
The references should maintain this format regardless of where
the
material was sourced. No not include URL’s for cases found
online.
When citing an Act within the text of your
document, include the name of the Act in italics
and the year.
You can specify particular sections of an Act by
using ‘s.’ for one section or ‘ss.’ for several
sections.

Do not use italics for Bills as they are unpublished.
22
Explanation
02
01 Introduction
05 Other Sources

Books, Chapters and Publications > 1.16 Dictionary or
Encyclopaedia
Blackburn (2005, p. 66) describes…
OR
….idiosyncratic filmmaker (Hutchinson encyclopaedia
2007, p. 233).
Blackburn, S 2005, The Oxford dictionary of philosophy, 2nd
edn,
Oxford University Press, Oxford
document, use the author’s surname or authorising
body, the year of publication and page numbers.

of ‘and’.
• Author’s family name followed by initials, or authorising
body

• Edition
• Publisher
For a standard dictionary with no core author(s) or editor(s),
only
cite in-text (e.g. example two).
23
Explanation
02

01 Introduction
05 Other Sources
Journals and Newspapers
reference:
3.1 Journal Article (One Author) 3.5 Newspaper & Magazine
Article
3.2 Journal Article (More than One Author) 3.6 Newspaper &
Magazine Articles (No Author)
3.3 Journal Article (No Author) 3.7 Online Newspaper or
Magazine Article

3.4 Online Journal Article 3.8 Proceedings of Meetings and
Conference Papers
Whittemore, R 2009, ‘How intervention research reduced the
gap?’, Canadian Journal of Industry Research,
vol. 41, no. 4, pp. 7-15
Year of publication
Author(s) family name followed
by initial(s), or authoring body
Title of the article (in single inverted commas) Title of the
journal (in italics)
Volume of the journal Number of the issue Page numbers of the
article
24
03

01 Introduction
05 Other Sources
Journals and Newspapers > 3.1 Journal Article (One Author)
O’hara (2009, p. 40) supports…
OR
…literature search prevailed (O’hara 2009, p. 33).
O’Hara, MJ 2009, ‘Arrogance in business planning’,
Communications of
the ACM, vol. 54, no. 9, pp. 30-45.

• Title of the article (‘in single quotes’)
• Journal name (in italics)
• Volume and issue numbers
• Page numbers (using ‘pp.’)
If you directly quote fewer than 30 words, enclose
the quotation by single quotation marks within the

text. If the quotation is greater than 30 words, it
should be displayed in an indented block without
quotation marks.
25
Explanation
03
01 Introduction

05 Other Sources
Journals and Newspapers > 3.2 Journal Article (More than one
Author)
Wolff and Perry (2010, p. 296) notes…..
OR
….marked trends (Wolff & Perry 2010, p. 296).
OR
As suggested by Henkin et al. (2006, p.14)…
Wolff, H & Perry, L 2010, ‘Trends in clean management
principles’,
Review of Environmental Economics and Policy, vol. 4, no. 2,
pp. 293-

308.
OR
Henkin, RE, Vova, D, Dillehay, GL & Zimmer, MZ 2006, ‘Two
and half
cheers for conscious capitalism’, California Management
Review, vol.
53, no. 3, pp. 60-76.

of ‘and’.
26

Explanation
03
01 Introduction
05 Other Sources
Journals and Newspapers > 3.3 Journal Article (No Author)
….marked trends (‘Role play in education’
2007, p. 61).

‘Role play in education’ 2007, Creative Education, vol. 6, no. 6,
p. 61.
With anonymous works, the title (in single quotes)
replaces the author as the main entry.
You still include the year of publication and page
numbers.
27

Explanation
03
01 Introduction
05 Other Sources
Journals and Newspapers > 3.4 Journal Article (Online)
Boon (2011, p. 181) examines …..

OR
…inherently flawed (Werstine 1999, p. 311).
Boon, KA 2011, ‘Ethics and capitalism’, Business Review
Quarterly, vol.
39, no. 3, pp. 174-189.
OR
Werstine, P 1999, ‘A century of bad’, Business Review
Quarterly, vol. 50,
no. 3, pp.310-333, viewed 11 November 2016,
<http://journal.aall.org.au/index/php/article12535>

When the authors’ names are in brackets or in
the reference list, use ‘&’.
If the journal article has been accessed via the library databases
or is
a scanned PDF version of a print article found online, reference
the
source using the:

When an article is accessed directly from an external website,
include
the date you viewed the article online, followed by the full URL
within
angle brackets (‘<‘, ‘>’).
28
Explanation

03
01 Introduction
05 Other Sources
Journals and Newspapers > 3.5 Newspaper and Magazine
Articles
Westwood (2012, p. 15) states…..
OR
…..living legend (McEachen 2011, p. 82).

Westwood, M 2012, ‘Welcome into an exclusive fold’,
Australian, 4
September, p 15.
OR
McEachen, B 2011, ‘Dante on Dante’, Empire, no. 127, pp. 82-
86.
of ‘and’.

Publication information will vary between magazines and
newspapers,
as some will have volume and/or issue numbers, whilst others
show
the month or date of publication.
The key principles for referencing are:
• Publication name (in italics)
• Volume and issue numbers (if applicable)

• Page numbers (using ‘p.’ or ‘pp.’)
Omit initial ‘The’ in English language newspapers titles (e.g.
The
Australian becomes ‘Australian’.
29
Explanation
03
01 Introduction

05 Other Sources
Journals and Newspapers > 3.6 Newspaper and Magazine
Articles (No Author)
The Economist (2012, p. 86) highlights….
OR
…. big change (Australian Financial Review
2012, p. 46).
The Economist 2012, ‘Reforming LIBOR: the $300 trillion
question’, vol. 404,
no.8804, p. 86.
OR
Australia Financial Review 2012, ‘US comes to a turning point’,

22 October,
p. 46.
Where there is no author, cite the title as the
author. Remember to include the year of
your sentence (not in brackets) use the full
Publication information will vary between magazines and

newspapers,
as some will have volume and/or issue numbers, whilst others
show
the month or date of publication.
The key principles for referencing are:
• Title of article (‘in single quotes’)
• Volume and issue numbers (if applicable)
• Page numbers (using ‘p.’ or ‘pp.’)
Omit initial ‘The’ in English language newspapers titles (e.g.
The
Australian becomes ‘Australian’.
30

Explanation
03
01 Introduction
05 Other Sources
Journals and Newspapers > 3.7 Online Newspaper or Magazine
Article
Day (2012) claims….

OR
…. Found it lacking (Williams 2012)
Day, K 2012, ‘Can social media predict the US election?’,
Telegraph, 5
November, viewed 7 November 2012,
<http://www.telegraph.co.uk/news/worldnews/us-electrion>.
OR
Williams, MA 2012, ‘Romney’s concession speech was not
gracious’,
Salon, 7 November, viewed 10 November 2012,
<http://salon.com/2012/11/07/romneys_concession>.
document, use the author’s surname and the year

of publication.
of ‘and’.
The key elements of the reference should include the:
• Publication name (in italics)

• Date of publication
• Date article was viewed online
• URL of article (within angle brackets ‘<‘, ‘>’).
31
Explanation
03
01 Introduction

05 Other Sources
Journals and Newspapers > 3.8 Proceedings of Meetings and
Conference Papers
Johnson (2009, p. 143) identifies …..
OR
…praised his confidence (Johnson 2009, p. 8).
Johnson, L 2009, Proceedings of the tenth annual meeting of the
Berkeley Linguistic Society, February 12-15 2009. Berkeley
Linguistic
Soc., Berkeley

publication and page number.
• Title of the meeting / conference (in italics)

• Date in which meeting / conference was held on
• Location of meeting / conference
32
Explanation
03
01 Introduction

05 Other Sources
Department of Climate Change 2016, Adapting to climate
change, Australian Government, viewed 6 November
2016,
<http://www.climatechange.gov.au/publications/article12>.
Websites and Online Media 04
Author’s family name followed by
initial(s); or authorising body.
reference:
4.1 Websites 4.4 Streamed Video (incl.YouTube)
4.2 Blogs 4.5 Online Dictionary or Encyclopedia
4.3 Podcast
Publisher of the websiteYear of publication Title of webpage or

website
Date the page/website was viewedFull internet address (URL)
33
01 Introduction
05 Other Sources
Websites and Online Media > 4.1 Websites
The Department of Immigration and Citizenship
(2012) takes….

OR
…main role (Department of Immigration and
Citizenship 2012).
Department of Immigration and Citizenship 2012, Permanent
visa
options for doctors, Australian Government, viewed 20
December 2016
<http://www.immi.gov.au/skilled/medical-
practioners/permanent-
visas.htm>
body and year the site was last updated.
If no author or authoring body is identifiable, replace

with webpage title.
If the year is not found, replace with ‘n.d’.
of ‘and’.
• The person or organisation who wrote or created the
webpage (if known)
• The year the webpage was created or last updated. If the

year is not found, use ‘n.d.’
• The title of webpage (in italics)
• The organisation responsible for publishing the website. If
this is the same as the author, it can be left out.
• The day, month and year you last accessed the website.
• The full URL (in angled brackets ‘<,>’)
The year and information about the website host can often be
found at
the bottom of the webpage.
34
Explanation

04
01 Introduction
05 Other Sources
Websites and Online Media > 4.2 Blogs
…clear concerns (Obama 2009)
OR
Obama (2009) states that…

Obama, B 2009, ‘Launched American Graduation Imitative to
help
additional 5 million American graduate college’, Barack Obama
blog,
viewed 10 April 2010,
<http:/.blogs.abc.net.au/BarackObama/26121>
body and year the site was last updated.
of ‘and’.

• The person or organisation who wrote or created the
blog
• The year the blog was uploaded
• The blog title (in ‘single commas’)
• The name of the blog page (in italics)
• The day, month and year you last accessed the
website.
35

Explanation
04
01 Introduction
05 Other Sources
Websites and Online Media > 3.3 Podcasts
McWeeny and Weinber (2010) claims that…

OR
…identified as his strongest works (McWeeny &
Weinberg 2010)
McWeeny, D & Weinberg, S 2010, John Carpenters special on
motion
captured movies, audio podcast, Future Tense Radio National,
viewed
18 November 2011,
<http://www.abc.net.au/rn/futuretense/stories>.
body and year the podcast was last updated.

of ‘and’.
• The person or organisation who created the podcast
• The year the podcast was uploaded
• The podcast title (in italics)
• The organisation or provider of the podcast,
website.

36
Explanation
04
01 Introduction
05 Other Sources

Websites and Online Media > 4.4 Streamed Video (incl.
YouTube)
A short video by the University of Mississippi
Libraries (2015) explains….
OR
….. Is discourages (University of Mississippi
Libraries 2015).
University of Mississippi Libraries 2015, Plagiarism tutorial,
video,
YouTube, 20 August, viewed 19 January 2017,
<https://www.youtbue.com/watch?v=JHO-45454>.
body and year the video was last updated.

of ‘and’.
• The person or organisation who created the video
• The year the video was uploaded
• The video title (in italics)
• The organisation or provider of the video,

• The date the video was upload
• The day, month and year you last accessed the website.
Use this format for other online videos from sites like Vimeo,
Dailymotion, TedTalks, etc.
37
Explanation
04
01 Introduction

05 Other Sources
Websites and Online Media > 4.5 Online Dictionary or
Encyclopaedia
• Authors family name followed by initials, or authorising
body
• Year of publications
• Title of electronic resource (in italics)
• Publisher / provider
• Place of publication / authority

website.
Blackburn (2005, p. 66) describes…
OR
….idiosyncratic filmmaker (Hutchinson encyclopaedia
2007, p. 233).
Blackburn, S 2005, Stanford Encyclopaedia of Philosophy,
Stanford
University, Stanford, CA, viewed 19 May 2017,
<http//plato.standford.edu/archives/fall2011/entries>.

of ‘and’.
38

Explanation
04
01 Introduction
05 Other Sources
Other Sources
5.1 Pamphlet or Brochure
5.2 Kaplan Lesson Notes or Recordings

5.3 Images, Diagrams, Graphs and Tables
5.4 Maps
39
reference:
05
01 Introduction
05 Other Sources

Other Sources > 5.1 Pamphlet or Brochure
Beyondblue (2010) suggests…..
OR
…exercise caution (State Crime Prevention
Branch 2009)
Beyondblue 2010, Sleeping well, Beyondblue, Hawthorn West,
Victoria
OR
State Crime Prevention Brach 2009, Personal safety, South
Australia
Police, Government of South Australia, Adelaide
document, use the authoring body and year of

publication.
• Authorising body
• Title of the document (in italics)
• Publisher
40
Explanation
05

01 Introduction
05 Other Sources
Other Sources > 5.2 Kaplan Lesson Notes or Recordings
Ramsey (2016) claims that…. Ramsey, P 2016, Business
Communications BUS101, lesson notes,
Kaplan Business School, viewed 4 January 2017,
<https://elearning.kbs.edu.au/cource/BUS101/lesson-2>.
OR
Ramsey, P 2016, Financial Accounting ACC201, lesson

recordings 20
June 2016, Kaplan Professional, viewed 4 October 2016,
<https://elearning,kp.edu.au/course/ACC201/lesson-5>.
document, use the author’s surname, year of
publication and page number if relevant.
Note: the author is the person who gave the lesson or
produced the lesson notes for you.
your sentence (not in brackets) use the full spelling of
‘and’.

• Title of the lesson or recording (in italics)
• Publisher (relevant Kaplan institution)
website.
41

Explanation
05
01 Introduction
05 Other Sources
Other Sources > 5.3 Images, Diagrams, Graphs and Tables
Ozone Concentrations (Hussin 2007, p. 365)
Hussin, V 2007, ‘Supporting ozone policy within LA county

region’,
Innovations in Environment Protection, vol. 44, no. 4, pp. 363-
376.
When citing an image, diagram, graph or table obtained from
another source, use the appropriate referencing format specific
to
type of sources use. For example, if the image was taken from a
print book, refer to section 1 of this document, whereas, if it
came
from a website, refer to section 3.

of ‘and’.
42
Explanation

05
01 Introduction
05 Other Sources
Other Sources > 5.4 Maps
According to the map of the region (Department
of Employment, Economic Development and
Innovations Queensland 2010) there are….
Department of Employment, Economic Development and
Innovations

Queensland 2010, Queensland’s mineral, petroleum and energy
operations and resources, Department of Mines and energy
Queensland, Brisbane.
document, use the authorising body and year of
publication. Provide page numbers if applicable.
abbreviation frequently within your text, introduce the
organization name in abbreviated form in brackets
after the first citation. Thereafter, use only the

abbreviation for subsequent citation (e.g. DEEDI –
Department of Employment, Economics
Development and Innovations)
The key elements for this reference includes:
• Authorising body
• Title of document (in italics)
• Publisher
If the map is derived from an Atlas, cite the Atlas in standard
book
form (section 1).
43

Explanation
05
MBA502
Emotional Intelligence,
Cultural Intelligence and
Diversity
Workshop Week 2
The Role of Emotion and Culture

for Sustainable Change
COMMONWEALTH OF AUSTRALIA
Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by
or on behalf of
Kaplan Business School pursuant to Part VB of the Copyright
Act 1968 (the Act).
The material in this communication may be subject to copyright
under the Act. Any
further reproduction or communication of this material by you
may be the subject of
copyright protection under the Act.
Do not remove this notice.

2
Last Week’s Recap
• We learnt that the many forces of globalisation have
accelerated the pace of change.
• It is creating a new identity of people known as global
citizens who, in embracing a global mindset, are concerned
with important issues pertaining to human wellbeing and the
sustainability of the planet.
• With deep learning we can enhance our collective
awareness to raise consciousness about the transformations
taking place.
• Emotional and cultural intelligence are important skills to
reflect on the possibilities and dangers in this age of
acceleration.

Many Perspectives on Global
Citizenship…
“The world is my country, all mankind are my brethren, and to
do
good is my religion.”
Thomas Paine, American Revolutionary, (AD1776)
“I am not a citizen of the world. I think the entire concept is
intellectual nonsense and stunningly dangerous!”
Newt Gingrich, American Politician (AD2009)
“We will no longer surrender this country or its people to the
false song of globalism.”
Donald Trump, President of the United States (AD2016)
“We are obliged to know we are global citizens. Disasters
remind us we are world citizens, whether we like it or not.”
Maya Angelou, American Poet and Civil Rights Activist
“I am a citizen of the

world.”
Diogenes, Greek Philosopher (412 BC)
Workshop Objectives
• What is self-awareness?
• How can you become more self-aware?
• Understanding:
– Positive and negative affect
– Emotional labour
– Intrinsic motivation
• Strengths and weaknesses
• The Johari Window

Self-Awareness
• The ancient dictum “Know thyself” has
been attributed to great Western thinkers –
Pythagoras, Socrates, Plato etc.
Eastern Wisdom…
“The purpose of life is …to
know oneself. We cannot do so
unless we learn to identify
ourselves with all that lives.”
Mohandas K Gandhi
Self-Awareness
• Self-awareness is one of the key attributes that

distinguishes human beings from animals.
• Being self-aware is about having a clear understanding of
“how others perceive you, evaluating yourself and your
actions according to collective beliefs and values, and
caring about how others evaluate you.” (Baumeister 2005)
• It therefore comprises two components: (Taylor 2010)
– How you see yourself
– The accuracy with which you detect how others see you
Activity
• Write down three words that you would use to describe
yourself.
Use positive words only.
• Now form groups of three, four or five people.
• On a sheet of paper, write down one word that you feel best
describes each person in your group. Use positive words only.

• Share the words that you wrote down about each other.
• Were the words that your colleagues wrote about you similar
to the
words you wrote about yourself?
• If so, that’s one sign of self-awareness.
Self-Awareness
• Self-awareness “reflects the importance of
recognising one’s own feelings and how they
affect one’s performance.”
• It is key to “realising one’s own strengths
and weaknesses.”
• We will now explore each of those
components in more detail.
Cherniss and Goleman, 2001

Your own Feelings
• That sounds like a wishy-washy, touchy-feely concept, doesn’t
it?
• Well, it isn’t. Research has proven that being aware of your
own
feelings often results in significant work-related outcomes
(Brief and
Weiss 2002), such as:
– Stronger performance
– Better judgements
– Creative problem solving
– Successful negotiations
• The question, though, is how?
• Activity: Each group will be allocated one of the outcomes
noted

above. In your group, identify at least five ways that self-
awareness
of your feelings could generate those results at work.
More on Feelings
• There are several feelings-related
concepts of which you need to be aware.
These include:
– Positive affect and negative affect
– Emotional labour
– Intrinsic motivation
• We will now explore each of these in turn.
Positive Affect
• Does success lead to happiness? Or does happiness lead to

success?
• Many scholars suggest the answer is the latter via a
psychological
trait known as ‘positive affect’.
• Hold on, was that a typo? Should it be ‘effect’ rather than
‘affect’?
• No! Positive affect – with an a – is the term used to describe
ongoing enjoyment, contentment, interest and satisfaction.
• It reflects “the extent to which a person feels enthusiastic,
active,
and alert. High PA is a state of high energy, full concentration,
and
pleasurable engagement”.
Watson, Clark and Tellegen, 1988
Negative Affect
• In contrast, negative affect is “a general dimension of

subjective distress and unpleasurable engagement.”
• This includes “a variety of aversive mood states,
including anger, contempt, disgust, guilt, fear, and
nervousness.”
• With such stark differences between positive affect
and negative affect, you can probably see why
voluminous amounts of research have discovered that
positive affect results in numerous work-related
advantages, such as those listed on an earlier slide.
Affect: an Activity
• So, let’s explore this further.
• Are you more inclined towards positive affect? Or
do you lean more towards negative affect?
• The most widely used measure of PA and NA is
known as The PANAS.

• Follow the instructions on the next slide to see
which of the two characterises you the most.
The PANAS
For each of the following characteristics, rate yourself
accordingly based on how you feel
overall when you’re at work. This is completely confidential.
No one will see your
answers.
Positive and Negative Affect
• So, does this mean that positive affect is always good and

negative
affect is always bad?
• No, sometimes there are downsides to positive affect and
upsides to
negative effect. For example, research has shown (Forgas 2011)
that
negative affect can result in:
✓ More articulate communication
✓ Fewer errors
✓ Better decision-making
✓ Less gullibility
✓ Clearer thinking
Activity: Why is that? In groups discuss how it’s possible for
negative

affect to occasionally be positive.
Positive and Negative Affect
• The lesson to take away from this is simply to be self-aware.
• If you’re aware that you’re a positive affect type of person,
just be
conscious that there’s a risk you may be prone to over-
optimism,
otherwise known as a rose-tinted view of life, which means you
may
overlook critical signs of trouble on the horizon.
• Likewise, if you’re aware you’re a negative affect type of
person, just
know there’ll be times when you’ll have to force yourself into
positivity

for the sake of your colleagues, employees, managers and
customers.
• The more self-aware you are, the more easily you’ll adapt to
the
myriad situations that the modern workplace generates.
Emotional Labour
• Emotional labour is the term used to describe the management
of your
emotions for the purposes of work.
• For example, you might be feeling lethargic and sad.
Emotional labour
is when, despite your own emotions, you nonetheless try to
instill a
sense of happiness or calmness in other stakeholders. These

stakeholders will most often be customers or employees.
• As a result, you’re likely to engage in something known as
emotional
acting. There are two types of emotional acting:
➢ Surface acting
➢ Deep acting
Hochschild, 1983
Surface Acting
Grandey, 2003
• Surface acting is when you mask your emotions.
• It involves modifying your external displays of
communication (such as facial expressions and body
language) without also modifying your inner feelings.

• “Doing this entails experiencing emotional dissonance,
or the tension felt when expressions and feelings
diverge.”
• Research has shown this can result in emotional
exhaustion, burnout, depression, negative reactions
from others, and perceptions of inauthenticity.
Deep Acting
Grandey, 2003
• Deep acting is when you modify your internal
feelings to match your external disposition.
• This results in greater levels of authenticity.
• Deep acting has “the power to convince an
audience” (i.e. your customers, employees and
other stakeholders).
• Even though it takes effort to engage in deep
acting, it does not lead to emotional exhaustion or

emotional dissonance.
Activity: Deep Acting
• In this subject, and many others, you will be required
to complete group assignments.
• This will involve emotional labour, which means you’ll
have a choice to either engage in surface acting or
deep acting.
• To prepare you for this inevitability, in your groups
answer the following questions:
– What emotional labour are you likely to encounter?
– When are you most likely to experience it?
– And most importantly: How will you use deep acting to
deal with these emotional demands?

Self-Determination Theory
• “Perhaps no single phenomenon reflects the positive
potential of human nature as much as intrinsic
motivation.”
• That quotation is by Professors Richard Ryan and
Edward Deci (2000), the pioneers of self-determination
theory (SDT).
• SDT comprises intrinsic motivation and extrinsic
motivation. But what’s the difference?
Activity: In your groups, come up with a list of intrinsic
motivators and extrinsic motivators.
Intrinsic Motivation
• For the purpose of this workshop, we will
focus briefly only on intrinsic motivation.
• Why is that? Because it can be difficult for

you to control extrinsic motivation, since
those are tangible rewards often gifted to
you by an employer.
• Intrinsic motivation, though, can be far
more heavily influenced by you.
The Seven Intrinsic Motivators
Malone and Lepper, 1987
Intrinsic
Motivation
Challenge
Curiosity
Cooperation

CompetitionControl
Fantasy
Recognition
Intrinsic Motivation: an Activity
• The seven intrinsic motivators on the earlier slide were
developed specifically to make learning and development
more stimulating.
• However, they can easily apply to daily intrinsic motivation
on
the job.
• Of those seven, identify the one that you feel motivates you
the most.
• Then form groups based on the motivator that unites you.
• Answer this question: When you’re feeling unmotivated at

work, how could you use your preferred motivator to lift your
levels of motivation – and positive affect – once again?
Strengths and Weaknesses
• “Our world seems naturally predisposed to tell us in which
areas we
are weak.”
• That is why the strengths movement has become a revolution
over
the past decade-and-a-half.
• More and more research is discovering that people are happier
and
more successful when they try to amplify their strengths than
when
they try to improve their weaknesses.
• Adopting the strengths-based approach involves three stages:
1. Identification: What precisely are you good at?

2. Integration: What are you now thinking about and reflecting
on?
3. Changed Behaviour: How are you now using your identified
skills,
and incorporating your talents, for greater success?
Clifton and Harter, 2003
Weaknesses
• Does this mean you should ignore your weaknesses?
• No. It’s important to be aware of them. (There’s that word –
awareness – again.)
• By being aware of your weaknesses, you’re able to improve
them if you have the capacity to do so, so long as you don’t
do it at the expense of your strengths.
• Some weaknesses, though, may never be rectified.
Therefore, by being aware of what they are, you’ll know when
to at least just keep them in check.

• This is precisely where the Johari Window can help.
The Johari Window
• The Johari Window is an information
processing tool.
• It “represents information – feelings,
experience, views, knowledge, attitudes,
skills, intentions, motivation, etc. within or
about a person – in relation to their group,
from four perspectives.”
Luft and Ingham, 1961

The Johari Window
Luft and Ingham, 1961
Your Task for Next Week
• Complete the Johari Window on yourself
by asking people you know for their
feedback.
• Your aim should be to identify one strength
and one weakness for each quadrant.
• We’ll debrief at the beginning of our next
workshop.
MBA502
Emotional Intelligence,

Cultural Intelligence and
Diversity
Workshop Week 1
Globalisation and You
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2
Ice-breaker Activity
Workshop Objectives
• Describe what is meant by the term globalisation
• Understand the opportunities and threats
globalisation presents to people and the planet
• Understand the implications of globalisation for
today’s workforce

• Broaden and deepen our collective understanding
of global citizenship
• Understand the link between globalisation,
emotional intelligence, and cultural intelligence
What is Globalisation?
• Globalisation is the process whereby worldwide
interconnections in every sphere of activity are growing.
• It is not caused by a single force, but the dynamic
interconnectedness that results from the shifts that are taking
place across a range of contexts, including:
– technological,
– political,
– economic and
– cultural spheres.

Thomas & Lazarova, 2014
Global Interconnection
Source: Adapted from
Parker(2005,p.37)
This diagram may look like a complicated mess. But once you
analyse it a little
more deeply, you will see it actually makes sense.
In groups, discuss what you think this diagram represents, and
then
compare your group’s answer to the rest of the class.
Global Technology
• Pervasive and unrelenting pace of ICT (Information &
Communication technologies).

• Access to information, resources, products and markets
are all affected by improved technology.
• ICT reduces cost of communication, leading to more
global goods, services and capital markets.
• This increases competition and even small firms can
compete globally.
• No longer constrained by physical location/space.
• Teams of individuals can be assembled to work virtually
throughout the world.
• Work-role of employees in all organisations has adapted
to reflect these technological changes.
Global Economics
• Worldwide capital markets that were previously closely
aligned with nations allow both large and small firms to
participate in the global economy (a flat world?).

• Established economies (US, Europe) expected to remain the
main source of FDI, whereas developing and transitioning
economies are expected to absorb and generate increasing
shares of global FDI - e.g. China, India, Russia, etc.
• Ease of movement of labour has increased cultural diversity.
• Nation states that receive migrants become more multiethnic
and multicultural, and consequently face the increased
challenge of integrating migrants and maintaining their own
national and cultural identity.
Global Political & Legal
Environments
• Although economic globalisation underscored
by market-based economic structures
assumes that free markets can help achieve
the balance between individual and national
interests, in reality the world is still organised
around nation-states that operate with

different political structures, different laws,
rules, and regulations ranging from pure
democracy (e.g. Norway) to totalitarianism
(e.g. North Korea).
• After four decades of Cold War, the fall of the Berlin Wall in
1989 marked the beginning of the democratisation process in
many former secular totalitarian countries, such as Central &
Eastern Europe, China, and Russia.
• Technology played a significant role in some Middle Eastern
countries where protesters used social media to plan their
protest and mobilise support.
• Activity: In groups, please answer the following question:
“So what?”
• In other words, what does the democratisation process and
technology have to do with emotional intelligence and cultural
intelligence in the modern workplace?
Shifts in the Political Landscape

Globalisation of Culture
• Culture is a fundamental element, although largely
invisible.
• It represents shared meaning which affects how
individuals and organisations shape their goals,
the way they operate and the reasons behind
workplace policies, member behaviour, etc.
• There is still ongoing debate about whether
globalising forces encourage convergence or
divergence of culture.
Convergence and Divergence
• Cultural convergence and cultural divergence exist not only
within societies but also within organisations.
• Cultural convergence is when members of a group, over
time, become more and more similar to each other.

• Cultural divergence is when those group members instead
become more and more dissimilar to each other over time.
• Often, the one culture can both converge and diverge,
otherwise known as equilibrium perspectives.
• In groups, develop a list of five cultural aspects within
organisations that could converge and five that could
diverge.
Who is a Global Citizen?
• “A global citizen is someone who identifies with
being part of an emerging world community and
whose actions contribute to building this
community’s values and practices.”
Ron Israel, 2012
• The forces of global engagement are helping
some people identify as global citizens who have a
sense of belonging to a world community.

• This growing global identity in large part is made
possible by the forces of modern information,
communications and transportation technologies.
Global Identity
• Those of us who see ourselves as global citizens are
not abandoning other identities, such as allegiances to
our countries, ethnicities and political beliefs.
• These traditional identities give meaning to our lives
and will continue to help shape who we are.
• However, as a result of living in a globalised world, we
also expand our identification to embrace values of a
world-wide community and understand that we have
an added layer of responsibility to all who share this
global home.
Global Citizenship

• Global citizenship requires us to embrace a global
way of being and to build a sustainable values-
based world community.
• Values include respect for human rights,
environmental protection, religious pluralism,
gender equity, sustainable worldwide economic
growth, poverty alleviation, prevention of conflicts
between countries, elimination of weapons of
mass destruction, humanitarian assistance and
preservation of cultural diversity.
Self-reflection Exercise
• Your Planet
• Working individually, on a blank sheet of paper write
one sentence for each of the following two questions:
• Please answer honestly. Your workshop leader will be
collecting your responses and will be reading some of
them aloud in class – anonymously of course.

What does being a global
citizen mean to you as an
employee?
Conversely, what does it
mean to you as a manager
of global citizens in the
workplace?
https://vimeo.com/ondemand/planetary
Our Collective Awareness:
Rising Consciousness
• We are all part of a collective social system.
• Global citizenship of the 21st century is therefore

part of a living system.
• We need to move from reactive learning to deeper
levels of learning and systems thinking.
• Senge, Scharmer, Jaworski, Flowers, 2005
Deeper Levels of Learning
Senge et al., 2005
“Until people can start to see their habitual ways of interpreting
a situation,
they can’t really step into a new awareness.”
Deeper Learning:
Your First Assessment

• Your first assessment is a prime representation of the
deeper learning diagram on the previous slide.
• It requires you to repeatedly think in different ways and
to repeatedly do a varied number of tasks in order to
learn more deeply about yourself.
• Let’s review that first assessment now so that you have
a preliminary understanding of what’s expected.
• Can you see how it relates to Senge et al’s model?
Theory U
Theory U: Explained
• Suspending: This is when you consciously take a break
from your daily habit of instinctive thoughts and actions,
and instead simply observe yourself.

• Redirecting: This is when you direct your attention
towards the patterns and themes that arise during that
period of introspection.
• Letting go: This is when you refrain from becoming
emotionally attached to the gaps that become obvious.
In other words, you observe without judgement.
Theory U: Explained
• Letting come: This is when you become present such that
you welcome novel ideas and new understandings.
• Crystallising: This is when you make a commitment towards
taking action. You may not yet know the full picture or have all
the details but you know a shift is necessary.
• Prototyping: This is when you try out new ideas. You

experiment, you accept mistakes as part of the learning
process, and you evaluate your success as you go.
• Institutionalising: This is when you incorporate your
discoveries within the wider contextual culture that is your
organisation, thereby shifting behaviours and mindsets.
Activity
In groups, you will be allocated one of the following eight
scenarios. Identify one or two ways through which you can help
these hypothetical stakeholders to advance through the seven
stages of Theory U.
1. A supervisor who is afraid to give negative feedback.
2. An employee who thinks it’s okay to arrive late every day.
3. A colleague who never returns emails and phone calls.
4. A boss who doesn’t listen to new ideas.
5. A client who talks aggressively to your employees.

6. A supplier who keeps making inventory errors.
7. A tenant making too much noise in the office next door.
8. A regulator threatening harsh and unfair media exposure.
Globalisation and EQ
• Emotional intelligence “involves the ability to monitor one's
own and others' feelings and emotions, to discriminate among
them and to use this information to guide one's thinking and
actions”. (Salovey and Mayer 1990)
• The diversity associated with globalisation requires highly
emotionally intelligent leaders who are able to unite many
stakeholders who are culturally different to one another.
• This necessitates an awareness of one’s self and an
awareness of (and respect for) others.
• Traditional management practices are therefore no longer
sufficient since leaders today are required to be global, not

only in their location but also in their mindset.
Globalisation and CQ
• Cultural intelligence is “an individual’s capability to function
and manage effectively in culturally diverse settings”. (Ang and
Dyne
2008)
• Cultural intelligence is multidimensional. It can be
metacognitive, cognitive, emotional, and behavioural.
• As globalisation increases in speed and prevalence,
workplaces will become more and more diverse, thereby
requiring managers who are highly culturally intelligent.
• Managers rated high on cultural adaptability have been found
to have higher rates of self-knowledge and self-awareness.
They also display emotional stability, which is a critical
success factor for managing change and diversity in
globalised economies. (Deal et al 2003)

Summary
• Understanding the forces of globalisation
• Appreciating what it means to be a global
citizen – as an employee and as a leader
• Reflecting on the link between
globalisation, emotional intelligence,
cultural intelligence and diversity
Page 1 Kaplan Business School
Assessment Outline
Assessment 1 Information
Subject Code: MBA502

Subject Name: Emotional Intelligence, Cultural Intelligence
and Diversity
Assessment Title: Individual Written Assessment
Assessment Type: Individual Self-Analysis Journal
Weighting: 30 %
Total Marks: 30
Submission: Via Moodle
Due Date: Week 5, Monday at 11.55pm
Your Task
To complete an Individual Self Analysis Journal based on the
completion of several self-
analysis tools and surveys.

Assessment Description
Based on the topics covered in Weeks 1-4, you will create an
Individual Self Analysis Journal
based on the completion of two evaluative surveys and getting
others to complete two
evaluative surveys on you. You will then use the Johari Window
Model of Self-Awareness to
discuss the results.
Assessment Instructions
1. Complete a self-assessment through the Global Leadership
Foundation’s Global
Emotional Intelligence Test (GEIT) here:
https://globalleadershipfoundation.com/geit/eitest.html and
complete Daniel Goleman’s EQ
Instrument from this free online link:
https://www.mindtools.com/pages/article/ei-quiz.htm
2. Contact two people who know you reasonably well (e.g. work

colleagues, close friends,
family members). Provide them with the link or hard-copy
version of the same two survey
instruments and request that they complete the survey as an
assessment of you and email
their survey results to you once completed.
3. Using the Johari Window Model of Self-Awareness, critically
analyse your own findings and
those of your associates to reflect on what you have learned
about yourself. W rite a 1200-
word reflective essay (+/- 10%-word count) based on the
assessment results you have
gathered. Discuss key areas of strengths and areas for
improvement. Review major
differences between your self- assessment and those that you
received from your chosen

two associates.
https://globalleadershipfoundation.com/geit/eitest.html
http://www.businessballs.com/howardgardnermultipleintelligenc
es.htm%23multiple%20intelligences%20tests
Assessment Outline
4. Your Individual Self Analysis Journal should include the
following three (3) sections:
• Critically compare your results with those of the two people
who evaluated you.

In your analysis, use the four quadrants of the Johari Window;
i.e. Open, Blind,
Hidden, Unknown (approx. 400 words).
• Analyse your strengths and weaknesses based on your own
survey results
(approx. 300 words).
• Reflect on what competencies you would like to develop in
order to function well as a global
citizen. Provide practical examples with the assumption you
work in a culturally diverse
global organisation (approx. 400 words).
Your Individual Self-Analysis Journal requires a significant
amount of analysis and
personal reflection and should be written in the first person. It
should include:

• Integration of these reflections with theoretical concepts.
• A brief discussion of identified strengths and areas for
development, presenting your own
results, your associates’ results, and a discussion of the
patterns, similarities/differences
and trends you discover.
• Evidence of integration of feedback received from your
associates, as well as
consideration of your own past experiences and feedback from
other sources you have
received in years gone by.
• A clear conclusion reflecting on how your new insights may
assist you with a potential
career in a culturally diverse organisation.
• A reference list

• An Appendix with proof of completed surveys, both yours and
your associates’
• Please note that the evidence of the tests is worth 6/30.
Further guidance
will be available during the trimester
• You should consider the Johari Window model by breaking
down its four parts
and reflecting on how the various quadrants provide a deeper
understanding of
yourself
Please refer to the Assessment Marking Guide to assist you in
completing all the assessment criteria.

Kaplan Business School
Assessment Outline
Important Study Information
Academic Integrity Policy
KBS values academic integrity. All students must understand
the meaning and consequences
of cheating, plagiarism and other academic offences under the
Academic Integrity and Conduct
Policy.
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties?

How can I appeal my grade?
Click here for answers to these questions:
http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will
cease to be marked from the point
at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic
Learning Advisor or refer to the

resources on the MyKBS Academic Success Centre page. Click
here for this information.
http://www.kbs.edu.au/current-students/student-policies/
http://www.kbs.edu.au/current-students/student-policies/
https://elearning.kbs.edu.au/course/view.php?id=1481
https://elearning.kbs.edu.au/course/view.php?id=1481
Assessment Outline
Assessment Marking Guide
Criteria F (Fail) 0%-49 % P (Pass) 50%64% CR (Credit) 65%-
74 % D (Distinction) 75% - 84% HD (High Distinction) 85%-
100% Mark
Assessment Content (Subject specific) OUT OF 24 MARKS

Provided evidence of
completed surveys (of
self-evaluation and two
associates’
evaluations)
Attached evidence of required surveys of yours as well as those
of two other chosen associates (colleagues, friends or family).
Marks will be deducted
proportionally for missing or partially completed surveys.
/6
Critical review of
assessment of self-
integrating feedback
received from

associates
No evaluation and reflection
of the differences in
assessment results
(own personal
assessment vs.
feedback received).
Fair evaluation and
reflection of the
differences in assessment
results (own personal
assessment vs. feedback
received)

Good evaluation and
reflection of the
differences in assessment
results (own personal
received).
Very good critical
evaluation and reflection of
the differences in
assessment results (own
personal assessment vs.
feedback received).

Excellent critical evaluation and
reflection of the differences in
assessment results (own personal
received)
/8
Theory integration No effort to integrate
concepts and theories in
support of discussion and
reflection.
Little effort to integrate
support of discussion

and reflection.
Good use of the concepts
and theories in support of
discussion and reflection.
Very good use of the
support of discussion and
reflection.
Excellent use of the concepts and
theories in support of discussion
and reflection.
/5
Reflection on insights

gained for a potential
career in a culturally
diverse global
organisation
No reflection on insights for a
potential career in a
culturally diverse global
organisation.
Superficial reflection on
insights for a potential
career in a culturally diverse
global organisation.

Good reflection on insights
for a potential career in a
organisation.
Very good reflection on
insights for a potential career
in a culturally diverse global
organisation.
Very thorough reflection on
insights for a potential career in a
organisation.
/5

Kaplan Business School
Assessment Outline
Criteria F (Fail) 0%-49 % P (Pass) 50%64% CR (Credit) 65%-
74 % D (Distinction) 75% - 84% HD (High Distinction) 85%-
100% Mark
Structure format and presentation (consistent across all courses)
OUT OF 6 MARKS
Academic Structure,
research, application
and referencing

Word count is within +/-
10% of requirement
Answer is not presented in a
clear and logical manner with
unsatisfactory applied theory
and research, poorly written
and has frequent errors in
referencing

Word count is NOT within
+/- 10% of requirement.
Answer presented is
somewhat clear and logical
with minimal applied theory
and research, a reasonable
standard of writing but with
an inconsistent application in
referencing

N/A
Answer presented is
sufficiently clear and logical
with partial applied theory
and research, a good
standard of writing but with
some errors in the application
in referencing

N/A
Answer presented is
substantially clear
and logical which
predominantly
integrates applied
theory and research,
a high quality
standard of writing
but with minimal
errors in the
application in

referencing
N/A
Answer presented is an
exceptionally clear and logical
way, which completely and
comprehensively integrates
applied theory and research, an
impeccable standard of writing t
with negligible errors in the
application in referencing

Word count is within +/- 10% of
requirement.
/6
Abstract:
In this present study aimed to determine and compare the
potential of different weights ofactivated bentonite (BN), as a
useful adsorbent for the removal of copper sulfate from aqueous
systems. The bentonite was chemically activated with 1M
solution of ammonium chloride (bentonite: NH4CL ratio; 1:1,
w/w). UV-VIS spectrophotometry was used to investigate the
adsorption ability of activated natural materials (BN) to adsorb
copper sulfate (CuSO4·5H2O). Raw bentonite BN (non- heated),
possesses adsorption properties towards elimination of copper
(II) ions from its aqueous solutions. The Cu2+ removal
efficiency of BN was approximately 62 %, but it has been
noticed that the copper sulfate removal efficiency increases
with as heating temperature of bentonite increases not more
than 200 C with proportion of 69% of removal. The removal

percentage of copper (II) was increased to reach out 90% after
(BN) exposed to thermal treatment. These maximum values of
rate were obtained when the dosage of bentonite is 0.4g/100mL.
1. Introduction
The presence of heavy metals in aquatic ecosystems is of
growing concern due to their
relatively high toxicity. Human activity causes a great deal of
heavy-metal water contamination.
In fact, the concentration of lead in areas affected by humans is
20 times greater than in
unpolluted regions not directly impacted by human activity [1].
Therefore, several laws and
regulations designed to reduce effluence with heavy metals. The
Environmental Protection
Agency, a federal institution tasked with monitoring and
controlling the discharge of pollutants
into the environment, has established the maximum allowable
emissions for heavy metals as:
lead 15 ppb, copper 1.3 ppm, mercury 2 ppb, cadmium 5 ppb,
and chromium 100 ppb (EPA).
Copper is the most prevalent metal, as it is used in industrial
production, metal mechanic
factories, and even food production. Despite the laws created to
limit pollution, excess copper

still exists in many bodies of water, making it important that we
find methods to safely remove
it.
The objective of this study was to investigate the efficiency of
natural adsorbents-bentonite (BN) as an adsorbent material, in
CuSO4 adsorption from aqueous solution. Using batch
adsorption studies, the influence of the adsorbent’s dose, and
the usage rate of (BN).
2. Literature Review
The contamination of water resources due to the disposal of
heavy metal ions has been an
increasing worldwide concern for the last few decades. It is well
known that some metals are
poisonous to human lives and ecological environments. Copper
sulfate is an inorganic compound that combines sulfur with
copper, and it accumulates as a heavy metal precipitate once it
is applied to water. Copper is an essential micronutrient to
humans and other life forms with extensive roles in enzyme
activities. Nevertheless, it is considered one of the toxic metals
to human beings as excessive copper exposure causes serious
mental and neurological illnesses including schizophrenia,
depression, autism, tardive dyskinesia, and memory loss; and
Continue exposure of copper by humans leads to hepatic and
renal dysfunctions, hypertension, gastrointestinal irritation, and

most types of cancer. The use of large amount and a wide
variety of copper-based agrochemicals is likely to lead to the
contamination of the neighboring water resources, thus
affecting their quality in terms of chemical and ecological
status. Many people in rural Africa may be exposed to copper
sulfate and its toxicities, often through exposure while farming.
Many cases of accidental intoxication with copper sulfate have
been reported among farmworkers who absorbed large amounts
of the substance through the skin. Hence, health care providers
must be able to identify and treat copper sulfate poisoning.
By the increasing discharge of industrial wastewater, copper
was listed as one of the most
widespread heavy metal contaminants. Thus far, various
techniques have been used to remove
water contaminations, such as salts, heavy metals, organic
contaminants, and other
contaminations; including ion-exchange, electrocoagulation,
membrane separation, reverse
osmosis, electrodialysis, solvent extraction, packed bed
filtration. These techniques are usually
not economical due to their energy dependence and high costs,
especially for agricultural
purposes, which is the biggest water consumer in the world.
Further, some of these methods

produce chemical byproducts that may threaten the organisms
that inhabit these ecosystems. In
contrast, the adsorption technique is one of the preferred and
promised methods because of its
high efficiency and low cost for the removing ionic species
from water resources.
Different research groups have studied removal of CuSO4 from
water using adsorption
process. In this research study made by Boukerroui Abdelhamid
et al, used un-treated bentonite (BN) waste and observed
percentage of Cu removal increased from 15 to 69% when the
adsorbent dose per 100 ml of solution was increased from 0.25
to 1g. In another study, the maximum adsorption percentage for
the removal of copper (II) by H3PO4-treated rice husk was
88.9% [11]. In some other previous works, dried sugar beet pulp
has been used successfully as an adsorbing agent for the
removal of copper (II) ions from aqueous solutions [12].
Moreover, Walnut shells have been studied for removal of
copper ions from aqueous solution by researchers, and the
highest removal efficiency of copper ions obtained was 79.54
%, at dose 0.5 g / 50 mL of solution.

To investigate the adsorption ability of activated natural
materials (BN) to adsorb Copper Sulfate (CuSO4·5H2O), UV-
VIS spectrophotometry was used. The color of a species is
representing its ability to absorb specific wavelengths of light,
and copper sulfate (CuSO4) compounds tend to be blue in color.
Lower wavelengths of light which correspond to the blue color
and absorb better at higher wavelengths of light. This was
supported by the results of the research. The wavelengths of
light, which are absorbed are determined by the electrons in that
species. As electrons move around, they can absorb energy and
become agitated. The type of
atoms found in the compound and the bonds that connect those
atoms determines the energy and
wavelength of light the electrons absorb. As the solution color
becomes darker and more
concentrated, the concentration increases. Increasing
concentration leads to more electrons in the
sample, which can then absorb more light at a specific
wavelength. The relationship between the
concentration of the species and its absorbance is best
determined using a wavelength of light in
a region of the visible spectrum where the maximum absorbance
is observed. This wavelength is
known as λmax, and it is most sensitive to the concentration
change.

Natural waste materials, such as bentonite clay (BN) has been
studied by various researchers to investigate their effectiveness
in removing ions and metals from aqueous solutions. Most
commonly used adsorbents are untreated/unmodified; however,
in this study, the major objective of the study was to explore the
potential of acid-modified (NH4CL) bentonite in the removal
CuSO4 from its aqueous solution.
3. Material and method
3.1. Materials
3.1.1. Ultrapure Reverse Osmosis (RO) Water
In this research study, RO waters were used to evaluate the
adsorption capacity of activated of the natural materials (BN).
The conductivity value of (BN) waters was recorded between
1.0-
3.2. Chemicals
In this research study, copper sulfate (CuSO4) was used to
evaluate the adsorption capacity of
activated bentonite for ammonium chloride. Various
concentrations (1,2,3,4,5) g/ of (BN) were used to examine their
effectiveness in binding CuSO4 from aqueous solution. Below
lists of sorbent natural materials and all the chemicals used in
this study.
3.2.1. Copper Sulfate (CuSO4·5H2O)

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