Chemical analyses showing major elements, some trace elements, F and CO2 contents of the two mineralised layers.
\\n\\n
IntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\\n\\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\\n\\nLaunching 2021
\\n\\nArtificial Intelligence, ISSN 2633-1403
\\n\\nVeterinary Medicine and Science, ISSN 2632-0517
\\n\\nBiochemistry, ISSN 2632-0983
\\n\\nBiomedical Engineering, ISSN 2631-5343
\\n\\nInfectious Diseases, ISSN 2631-6188
\\n\\nPhysiology (Coming Soon)
\\n\\nDentistry (Coming Soon)
\\n\\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\\n\\nNote: Edited in October 2021
\\n"}]',published:!0,mainMedia:{caption:"",originalUrl:"/media/original/132"}},components:[{type:"htmlEditorComponent",content:'With the desire to make book publishing more relevant for the digital age and offer innovative Open Access publishing options, we are thrilled to announce the launch of our new publishing format: IntechOpen Book Series.
\n\nDesigned to cover fast-moving research fields in rapidly expanding areas, our Book Series feature a Topic structure allowing us to present the most relevant sub-disciplines. Book Series are headed by Series Editors, and a team of Topic Editors supported by international Editorial Board members. Topics are always open for submissions, with an Annual Volume published each calendar year.
\n\nAfter a robust peer-review process, accepted works are published quickly, thanks to Online First, ensuring research is made available to the scientific community without delay.
\n\nOur innovative Book Series format brings you:
\n\nIntechOpen Book Series will also publish a program of research-driven Thematic Edited Volumes that focus on specific areas and allow for a more in-depth overview of a particular subject.
\n\nIntechOpen Book Series will be launching regularly to offer our authors and editors exciting opportunities to publish their research Open Access. We will begin by relaunching some of our existing Book Series in this innovative book format, and will expand in 2022 into rapidly growing research fields that are driving and advancing society.
\n\nLaunching 2021
\n\nArtificial Intelligence, ISSN 2633-1403
\n\nVeterinary Medicine and Science, ISSN 2632-0517
\n\nBiochemistry, ISSN 2632-0983
\n\nBiomedical Engineering, ISSN 2631-5343
\n\nInfectious Diseases, ISSN 2631-6188
\n\nPhysiology (Coming Soon)
\n\nDentistry (Coming Soon)
\n\nWe invite you to explore our IntechOpen Book Series, find the right publishing program for you and reach your desired audience in record time.
\n\nNote: Edited in October 2021
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The reproducibility and cost of the lifestyle interventions (e.g., exercise, sleep, nutritious diet, national child care, pollution limitations) on QALYs will also be documented. The ratio of (QALY/Cost) weighted by reproducibility and transferability should give a rank-ordered list of actions humans can take to increase the quality years of human consciousness. Differences in the optimized list of rank-ordered interventions to maximize the quality of life between nation-states with varying GDP and government types (i.e., the lack of transferability) will be discussed. These local maximums for QALY optimization will be discussed in light of possible avenues that allow countries to overcome national hurdles that allow them to reach greater QALY global maximums.
\r\n\r\n\tThis book welcomes topics related to the quality of life measurements (QALYs) both within a community and between disparate societies, as well as the transferability/durability of these QALY gains.
",isbn:"978-1-80356-609-2",printIsbn:"978-1-80356-608-5",pdfIsbn:"978-1-80356-610-8",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,isNomenclature:!1,hash:"5a6bcdaf5ee144d043bcdab893ff9e1c",bookSignature:"Ph.D. Sage Arbor",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11474.jpg",keywords:"Health, Lifespan, Obesity, Pollution, Culture, Government, Demographics, Race, GDP, Age, Rate of Change, Automation",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"May 5th 2022",dateEndSecondStepPublish:"July 7th 2022",dateEndThirdStepPublish:"September 5th 2022",dateEndFourthStepPublish:"November 24th 2022",dateEndFifthStepPublish:"January 23rd 2023",dateConfirmationOfParticipation:null,remainingDaysToSecondStep:"10 days",secondStepPassed:!1,areRegistrationsClosed:!1,currentStepOfPublishingProcess:2,editedByType:null,kuFlag:!1,biosketch:"A computational biologist that has worked across a broad biomedical spectrum to optimize human health, Dr. Arbor combines research from academia (Duke, Washington University) and companies (Pfizer, Dupont) to deliver datasets to the wider scientific community. His recent focus includes quality of life modifiers and bioethical versus religious standards.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"245319",title:"Ph.D.",name:"Sage",middleName:null,surname:"Arbor",slug:"sage-arbor",fullName:"Sage Arbor",profilePictureURL:"https://mts.intechopen.com/storage/users/245319/images/system/245319.png",biography:"Sage Arbor is a computational biologist whose research includes fields ranging from drug design, systems biology, and epigenetic database creation to fitness app development. His work spans a broad biomedical spectrum from drug design to clinical trial analysis, including being a medical school professor and researcher, project management of developers/analysts of globally distributed labs, electronic medical record data mining (SQL and NoSQL), Python/pandas coding, data segmentation, 6σ improvement, pathway mapping, and computational drug design and synthesis. Having worked at multiple academic institutions (Duke, Marian University) and companies (e.g., Pfizer and Dupont), his research has been on both proprietary and open-access datasets for publication to the wider scientific community. 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From chapter submission and review to approval and revision, copyediting and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review, and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. 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Venkateswarlu",coverURL:"https://cdn.intechopen.com/books/images_new/371.jpg",editedByType:"Edited by",editors:[{id:"58592",title:"Dr.",name:"Arun",surname:"Shanker",slug:"arun-shanker",fullName:"Arun Shanker"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"72",title:"Ionic Liquids",subtitle:"Theory, Properties, New Approaches",isOpenForSubmission:!1,hash:"d94ffa3cfa10505e3b1d676d46fcd3f5",slug:"ionic-liquids-theory-properties-new-approaches",bookSignature:"Alexander Kokorin",coverURL:"https://cdn.intechopen.com/books/images_new/72.jpg",editedByType:"Edited by",editors:[{id:"19816",title:"Prof.",name:"Alexander",surname:"Kokorin",slug:"alexander-kokorin",fullName:"Alexander Kokorin"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"314",title:"Regenerative Medicine and Tissue Engineering",subtitle:"Cells and Biomaterials",isOpenForSubmission:!1,hash:"bb67e80e480c86bb8315458012d65686",slug:"regenerative-medicine-and-tissue-engineering-cells-and-biomaterials",bookSignature:"Daniel Eberli",coverURL:"https://cdn.intechopen.com/books/images_new/314.jpg",editedByType:"Edited by",editors:[{id:"6495",title:"Dr.",name:"Daniel",surname:"Eberli",slug:"daniel-eberli",fullName:"Daniel Eberli"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"57",title:"Physics and Applications of Graphene",subtitle:"Experiments",isOpenForSubmission:!1,hash:"0e6622a71cf4f02f45bfdd5691e1189a",slug:"physics-and-applications-of-graphene-experiments",bookSignature:"Sergey Mikhailov",coverURL:"https://cdn.intechopen.com/books/images_new/57.jpg",editedByType:"Edited by",editors:[{id:"16042",title:"Dr.",name:"Sergey",surname:"Mikhailov",slug:"sergey-mikhailov",fullName:"Sergey Mikhailov"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1373",title:"Ionic Liquids",subtitle:"Applications and Perspectives",isOpenForSubmission:!1,hash:"5e9ae5ae9167cde4b344e499a792c41c",slug:"ionic-liquids-applications-and-perspectives",bookSignature:"Alexander Kokorin",coverURL:"https://cdn.intechopen.com/books/images_new/1373.jpg",editedByType:"Edited by",editors:[{id:"19816",title:"Prof.",name:"Alexander",surname:"Kokorin",slug:"alexander-kokorin",fullName:"Alexander Kokorin"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}]},chapter:{item:{type:"chapter",id:"57812",title:"Geology, Textural Study, Ore Genesis and Processing of the Tabuaço Tungsten Deposit (Northern Portugal)",doi:"10.5772/intechopen.71674",slug:"geology-textural-study-ore-genesis-and-processing-of-the-tabua-o-tungsten-deposit-northern-portugal-",body:'\nThe European Union has classified tungsten in 2010 as a critical raw material (CRM) [1]. This decision is based not only on the very high economic importance of tungsten in the European industry but also on the high supply risk to the member countries [2]. Indeed, in 2010, among the 16 world tungsten producers, China supplied 86% of the 72,100 tons of the global production [3].
\nThis current situation results from the precipitous fall of tungsten price caused by Chinese dumping of low-operating-cost tungsten into global markets in the 1980s (\nFigure 1\n) [4]. Price remained low until 2005, preventing from any mining investment in other countries. Since then, China imposes quotas on its tungsten exports to preserve its own industry as a result of the growing worldwide domestic demand [3]. As a consequence, tungsten price has increased considerably for the last two decades, stimulating a gradual upturn of the exploration (\nFigure 1\n).
\nEvolution of tungsten metal ton unit price over the past decades.
Tungsten is extracted from wolframite ((Fe, Mn, Mg)WO4) and scheelite (CaWO4). These two minerals can be found in Sn-W quartz veins, often associated with the Variscan orogenic cycle [5]. However, the major occurrence of scheelite is in skarn-type and skarnoid-type ores, related to a thermo-metamorphism of carbonated rocks. Historically, tungsten ores were predominantly processed by gravity techniques, often combined with magnetic separation, as W-bearing mineral density contrasts with gangue minerals [6]. Over the past decades, the explored tungsten ores have exhibited more and more fine-grained and in close association with gangue minerals, leading to the development of flotation as the main beneficiation route [7–9]. Nowadays, tungsten concentrates, assaying 20 to 65% WO3, are mostly processed by hydrometallurgy and impurities such as phosphorus, silica and fluorine must be removed as much as possible in the preceding steps [10–12]. Mineral processing stage is consequently crucial in the elimination of the contaminant-bearing gangue minerals prior to hydrometallurgy. During beneficiation, W-bearing minerals are separated from the gangue minerals by physical processes, such as gravity and magnetic separation, and by physico-chemical processes as flotation. Performance of such separations requires a thorough knowledge of the ore mineralogy including mineralogical and textural characterisation. Thus, the adoption of a systemic geometallurgical approach integrating studies from exploration to metallurgy ensures the best recovery of the valuable tungsten metal. This chapter presents mineralogical and textural studies performed on the Tabuaço tungsten skarn ore as a basis of the ore metallogeny. Results are used to design the optimum ore separation process.
\nThe Tabuaço deposit is located in the Central Iberian Zone (CIZ), one of the six zones composing the Iberian Massif (\nFigure 2\n), which is the part of the Variscan Belt in the Iberian Peninsula [14, 15]. Details of the geodynamic evolution of the Variscan Belt have been extensively described [16–18]. The closing of the Iapetus and Rheic oceans during the Silurian-Devonian induced a collision between the two supracontinents Gondwana and Laurussia. The different zones were sutured to form a vast chain, covering all the Western Europe (\nFigure 2\n), called the Variscan Belt. The majority of the inner part of this chain, including the studied area, underwent a polyphased tectono-metamorphic evolution, going through at least three deformation stages and a regional green schist metamorphism [14].
\n(a) Simplified tectonic sketch of the West European Variscan Belt showing the main occurrences of high-pressure rocks, modified after Faure et al. [
The Bateiras Formation is part of the Douro Group metasediments which are included in the Dúrico-Beirão Supergroup, also named ‘Schist-Greywacke Complex’ (SGC). The Douro Group is characterised by metapelitic rocks interlayered by metagraywacke and calcsilicate rocks [19]. The Bateiras Formation is constituted by a succession of metagraywackes/metaconglomerates and black schists at the basis and by a succession of graphite-bearing black schists, black schists and calcareous layers [20, 21] going towards the youngest direction. The layers are centimetric to metric, for a global thickness of 800 ± 100 m [19]. This formation can be attributed to a terrigenous sedimentation at the basis, changing gradually to a basin sedimentation, occurred between 565 and 550 Ma [22, 23]. The whole Dúrico-Beirão Supergroup has then undergone the Variscan regional deformation and metamorphism described before.
\nThe intrusion of the Paredes da Beira-Tabuaço granite (PBT) leads to the formation of the Tabuaço W-skarn. The batholith extends over 200 km2 and is zoned by three different medium-grained facies, known as Paredes da Beira-Tabuaço granite (outer zone), Sendim-Laboreira granite (middle zone) and Aricera granite (inner zone) [21, 24]. Some aplitic and pegmatitic bodies, closely associated with the granite, were reported by previous authors [25], associated with the crystallisation of the last magmatic liquids. The Paredes da Beira-Tabuaço granite stricto sensu contains quartz, two feldspars (Na-feldspar and K-feldspar), two micas (muscovite and biotite) and apatite [25]. The mineralogical association suggests that the granite is peraluminous as confirmed by a 1.08 < A/CNK < 1.32 [25]. Low contents of MgO (≤ 0.06%), CaO (≤ 0.6%) and (Fe2O3)tot (≤ 1%) were reported for the PBT granite [25]. The PBT granite is part of Tabuaço granite massif, considered as tardi-D3 [25, 26], and yields K-Ar biotite and muscovite ages of 310 Ma [26]. Most recently, Rb-Sr. system is used on bulk on aplitic and pegmatitic bodies as well as on the Tabuaço granite yields with age of 311 ± 7 Ma [25, 27]. The Sr. and Nd isotopic compositions prove that these S-type granites are set up from a parental magma generated by the anataxis of the Grupo do Douro metasediments [25, 27].
\nThe Tabuaço tungsten deposit is located at the northern margin of the PBT granite and hosted in metamorphic rocks from the Bateiras Formation (\nFigure 3\n). It consists of two subdeposits referred as Aveleira and São Pedro das Águias. The study focusses on the latter, which represents 71% of the whole Tabuaço deposit. São Pedro das Águias deposit is composed of around 100 m of sedimentary rocks in which two mineralised units are included. Colt Resources reported in 2011 that a NI 43–101 indicated and inferred resource of 2 M.t. with a 0.56% WO3 average grade, ranking Tabuaço as a middle-sized world-class tungsten deposit [28]. The two mineralised units, called ‘Lower Skarn’ and ‘Main Skarn’, are subparallel to the contact between the PBT granite and the Bateiras Formation, with a global strike-dip of N140–20°SW (\nFigure 3\n). The two horizons are completely different in terms of mineralogical association (presence/absence of pyroxene, abundance of garnet, etc.) and tungsten average grade (0.3% WO3 for the Lower Skarn, 1% WO3 for the Main Skarn), which can be related to their distance to the granite intrusion. The PBT granite intrusion occurred during the third tectono-metamorphic stage of the Variscan Belt, during which the global strike of shear zones, faults and fold axis was NW-SE [14]. Hence, the granite intrusion and the related skarn-hosted Tabuaço mineralisation are controlled by these structural deformations (\nFigure 3\n).
\nLeft: Geological map of the studied area showing the Paredes da Beira-Tabuaço (PBT) granitic intrusion and the hosting Bateiras sedimentary formation (source: LNEG). Right: NE-SW cross section along the A-B line, based on Colt Resources drilling data and showing the main geological units of the Tabuaço deposit.
Diamond drill programmes were performed by Colt Resources. Cores were used to characterise the deposit geology in terms of textures and mineralogy. Based on these analyses, a sampling campaign has been organised, and 330 kg of each of the two outcropping mineralised layers were sampled. On both the drill cores and the samples, thin polished sections were realised, scanned and analysed with, firstly, an optical microscope and then with a scanning electron microscope (SEM) Hitachi S-4800. This SEM utilises an electron beam accelerated from 500 V to 30 kV. The acceleration voltage used there was 15 kV.
\nLocal chemical analyses on minerals were performed using a CAMECA SX100 Castaing electron microprobe. The acceleration voltage used there was 15 kV. Each analysis lasted 3 min and permitted to measure the composition of 15 elements in all the studied minerals, with a lateral resolution lower than 1 μm. Based on the results, structural formula of each mineral was then reconstituted.
\nChemical analyses were carried out by inductively coupled plasma-mass spectrometer (ICP-MS) for the trace elements and by inductively coupled plasma-optical emission spectrometer (ICP-OES) for the major elements. Fluorine was analysed by direct ionometry and CO2 by IR spectroscopy after combustion, with a C-S analyser. All these analyses were performed on representative pulverised samples at the Service d’Analyse des Roches et des Minéraux (SARM-CNRS, Nancy, France).
\nGeochemical analyses show that the two skarn units are significantly different in terms of chemistry, which partly explains the variety of mineral paragenesis (\nTable 1\n). The SiO2 content within the calcareous rocks controlled the mineralogical assemblage resulting from the metasomatism event: silicates (including quartz) are predominant in the Lower Skarn, while the Main Skarn is enriched in calcium-bearing silicates and calcium-semi-soluble salts. In addition, the Lower Skarn has a higher Fe2O3 content and a lower CaO content than the Main Skarn (\nTable 1\n). Such differences in the chemistry between the skarn horizons must relate to the variation in chemistry of the protoliths since the PBT granite is too poor in Fe or Ca to induce such enrichments.
\n\n | SiO2 (%) | \nAl2O3 (%) | \nFe2O3 (%) | \nMgO (%) | \nCaO (%) | \nNa2O (%) | \nK2O (%) | \nP2O5 (%) | \nF (%) | \nCO2 (%) | \nAs (ppm) | \nW (%) | \nLOI (%) | \nTot (%) | \n
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
\n | \n37.81 | \n17.45 | \n2.39 | \n1.66 | \n31.56 | \n1.32 | \n0.72 | \n0.73 | \n5.6 | \n0.18 | \n18.8 | \n1.7 | \n5.09 | \n98.98 | \n
\n | \n47.25 | \n17.14 | \n6.06 | \n2.31 | \n21.38 | \n1.86 | \n0.94 | \n0.33 | \n1.47 | \n0.16 | \n180.7 | \n0.23 | \n2.17 | \n100.16 | \n
Chemical analyses showing major elements, some trace elements, F and CO2 contents of the two mineralised layers.
Notable W grade variation exists between the two skarn horizons (\nTable 1\n), the Main Skarn being more than eight times richer compared to the Lower Skarn. The differences in protolith chemistry and distance from the granite intrusion are two main controls of the W grade. As the Main Skarn is more proximal to the granite than the Lower Skarn (\nFigure 3\n), and presents higher CaO content, fluids were W-richer and scheelite precipitated preferentially.
\nArsenic distribution within the skarns is also spatially zoned (\nTable 1\n). Very low grades are recorded in the Main Skarn, ten times lower than the ones in the Lower Skarn. Arsenic likely origins are from magmatic fluids associated with the granite intrusion, and mineralisation occurs in the vicinity or at the immediate proximity of a reduced layer.
\nThe ‘Main Skarn’ unit presents massive, coarse-grained textures, strongly overprinting the almost lost sedimentary features during the metamorphism events (\nFigure 4a\n, \nb\n and \nd\n). Average grain size ranges between few micrometres to more than 1 cm. Some rock samples show weakly banded local features, which can be interpreted as a relic of the varying chemical composition between the layers of the Bateiras Formation or as a late albite vein-controlled deposition (\nFigure 4b\n and \nc\n).
\nPhotographs of hand samples showing major mineralogical assemblages and textures of the Main Skarn (a to d) and the Lower Skarn (e to h) under natural light associated with a short-wavelength UV-ray lamp. (a) Disseminated scheelite with large patch of honey-coloured fluorite. (b) Laminated scheelite close to albite and fluorite. (c) Banded texture showing alternating zoisite-rich zones and albite veins. (d) Penetrative texture of albite into vesuvianite + scheelite + fluorite assembly. (e) Inherited banded texture with laminated scheelite along the sedimentary layer boundaries. (f) Sulphide-rich green zone presenting a succession of vesuvianite-rich and pyroxene-rich zones. (g) Progressive change from a pyroxene-rich zone to a K-feldspar + vesuvianite zone, associated with albite. (h) Scheelite occurring both as disseminated and laminated and associated with a pyroxene-rich zone and vesuvianite patches. Note the oxidisation front, separating the sulphide-rich zone (right) from the sulphide-depleted zone (left). Sch, scheelite; Ves, vesuvianite; Zo, zoisite; F, fluorite; Alb, albite; As, arsenopyrite; Po, pyrrhotite; Ox, oxides; Px, pyroxene; K-Fd, K-feldspars.
In terms of mineralogy, sizeable amounts of honey-coloured fluorite are clearly visible macroscopically, associated with other minerals in pluri-millimetric patches (\nFigure 4a\n, \nb\n). In the samples, scheelite is easily identifiable under a short-wavelength UV-ray lamp, as it is a fluorescent mineral (\nFigure 4\n). Scheelite is mostly finely disseminated, forming micrometre- to centimetre-scaled crystal aggregates (\nFigure 4a\n, \nb\n and \nd\n). These aggregates are probably composed of an association between scheelite and other minerals, the accurate spotting of scheelite being difficult with UV-ray lamp due to the diffusion of the fluorescence light.
\nThe ‘Lower Skarn’, located in the distal part of the skarn deposit, shows quite well-preserved sedimentary features. Macroscopic banded textures (\nFigure 4e\n–\nh\n) are interpreted as a result of the bimetasomatism phenomenon, developed between centimetric sedimentary layers with varying chemical compositions. The preservation of the initial macroscopic structure is directly linked to the temperature gradient from the intrusion heat source and then the degree of the bimetasomatism. This latter has been nearly complete in the Main Skarn but only partial in the Lower Skarn. However, it has been powerful enough to permit the formation of calcic silicates in all the layers (\nFigure 4e\n and \nh\n).
\nIn the Lower Skarn, macroscopic identification is much more difficult because of the very fine-grained texture. However, centimetric patches of vesuvianite, a common Ca-bearing hydrated silicate in skarns, are visible associated with pinkish K-feldspars and green pyroxene (\nFigure 4g\n). Even if zoisite, a calcic epidote-group mineral, is stable in all the mineralogical association, some light-green layers are notably enriched (\nFigure 4e\n). As well, pyroxene-rich and vesuvianite-rich zones are alternating in some samples (\nFigure 4f\n and \nh\n). Green zones contain pluri-millimetric sulphide crystals, being mainly arsenopyrite and pyrrhotite (\nFigure 4d\n and \nf\n). Such zones are rare in the skarns and represent some reduced levels, with high sulphur content, weakly affected by the metasomatic and metamorphic processes. An oxidation front clearly separates reduced sulphide-rich zones and oxidised sulphide-depleted zones (\nFigure 4h\n). In the oxidised zone, vesuvianite is clearly identified macroscopically, forming large areas of dark prisms.
\nIn terms of W mineralisation, in the Lower Skarn, poorer than the Main Skarn, only rare occurrences of disseminated scheelite can be observed macroscopically (\nFigure 4h\n). Noteworthy, the two mineralised skarns (Lower and Main) also present laminated scheelite which seems controlled by the chemical composition of the hosting sedimentary layers (\nFigure 4b\n and \ne\n).
\nAlbite is largely present in the two mineralised horizons, occurring in veins (\nFigure 4b\n and \nc\n) or associated with other minerals such as vesuvianite (\nFigure 4g\n and \nd\n). It seems that albite veins are penetrative into the skarns. A correlation exists macroscopically between the presence of albite and the absence of scheelite (\nFigure 4d\n and \ne\n).
\nThin sections were observed under optical microscope and under scanning electron microscope. While scheelite appears laminated in hand samples, microscopically, all the observed scheelite is finely disseminated and forms anhedral crystals with sizes of between 5 and 300 μm for the Main Skarn (\nFigure 5a\n and \nb\n) and below 150 μm for the Lower Skarn. These values are considered as the liberation mesh required for an efficient ore separation process.
\nPhotographs of thin sections observed with optical microscope in cross polarised light (a, c to f) and in polarised light (b) showing different microscopic textures and mineral assemblage in the Main Skarn (a to c) and in the Lower Skarn (d to f). (a) Vesuvianite area containing both scheelite and zoisite with a kaolinised albite alteration. (b) A typical association between scheelite, garnet and fluorite. (c) Synchronous formation of euhedral garnets and vesuvianite, containing a clinopyroxene, with a tardive setup of calcite + epidote. (d) Poikilitic texture of coexisting clinopyroxene and garnet, finely associated with K-feldspars and zoisite. (e) Vesuvianite crystal altered into albite with calcite + epidote overprint. (f) Typical mineral association of the Lower Skarn, composed of pyroxene, feldspars, zoisite and minor quartz. Same legend as
Molybdenum content was measured in the scheelite using the Castaing electron microprobe. Regardless of the Skarn horizon type, very low grades were found, 0 to 0.12% MoO3 with an average of 0.029% MoO3. The scheelite is zoned, with grain cores richer in MoO3 than the rims.
\nScheelite grains are closely associated with vesuvianite (\nFigure 5a\n; \nFigure 7a\n), which forms large areas, above all in the Main Skarn (\nFigure 5a\n), as the main calcium-bearing silicates of the global mineralogical association (Main and Lower Skarns). Structural formula shows no variation between the Lower Skarn and the Main Skarn, being (Ca9.36Mg0.41)(Al1.13Fe0.80Mg0.07)Al4[(Si8.83Al0.09)O32.39F1.61] with traces of strontium, manganese and phosphorus. Hence, fluoro-vesuvianite is stable in the whole skarn body, regardless of the temperature or the chemistry of the protoliths.
\nClose association between vesuvianite and euhedral garnets (\nFigure 5c\n) proves their synchronous formation. Besides, the fact that their chemical analyses are similar indicates that temperature rather than fluid chemical properties controls the precipitation of one mineral over the other one. Microprobe analyses give an average structural formula of (Ca2.99Sr0.01)(Al1.75Fe0.25)[(Si2.87Al0.1)O11.6F0.4] for all the analysed garnets, which are individually represented in a ternary diagram (\nFigure 6\n, left). Analysed garnets are from the Main Skarn horizon only, as very few garnets are present in the Lower Skarn. In summary, garnets are Gr87And13, proving the predominance of Al3+ and Ca2+ on Fe3+ and Fe2+, respectively.
\nTernary diagram showing composition of garnets from the Main Skarn, between andradite (And), grossular (Gr) and spessartine + almandine (Spess + Al) (left), and composition of clinopyroxene from the Lower Skarn, between hedenbergite (Hd), diopside (Di) and Johannsenite (Jo) (right).
Very rare crystals of clinopyroxene are present in the Main Skarn level, often included in vesuvianite grains (\nFigure 5c\n). In the Lower Skarn, clinopyroxene is predominant over garnet. However, some poikilitic textures of garnets surrounding pyroxene are found (\nFigure 5d\n), proving the coexistence of both in the Lower Skarn, where the pyroxene is closely associated with quartz, K-feldspars and zoisite (\nFigure 5f\n). The centimetric layers observed macroscopically have been described as alternating pyroxene-rich levels, inducing the green colour, and quartz/K-feldspars/vesuvianite-rich levels (\nFigure 4f\n, \ng\n and \nh\n). Optical factors indicate that the pyroxene has an intermediate composition between hedenbergite (Fe) and diopside (Mg) poles of calcic clinopyroxene continuous series. This observation is confirmed by electron microprobe analyses, which permitted to calculate a global average formula of Ca1.01(Fe0.40Mg0.59Mn0.01)[(Si1.98Al0.01)O6] for the Lower Skarn, as no pyroxene of the Main Skarn could be analysed. The pyroxene is then Hd40Di59Jo1.
\nZoisite, clearly identified microscopically (\nFigure 5a\n, \nc\n, \nd\n and \ne\n; \nFigure 7c\n and \ne\n), is frequently zoned, probably admitting significant variations in the chemistry. Electron microprobe showed that zoisite has a significant part of the aluminium substituted by Fe2+ and Mg2+ (in smaller proportions) in the octahedral sites. The calculated structural formula, Ca2.02(Al2.59Fe0.37Mg0.01)[(Si2.99Al0.01)O10.38(OH)0.62], indicates that it is a Fe-rich zoisite, called after Fe-zoisite. The Fe-zoisite is present in both Main and Lower Skarns and seems stable in the mineralogical association. Sizeable amounts of Fe-zoisite are associated with calcite in micro-veins (\nFigure 5e\n), postponing the albite previously described. These veins are cross-cutting the whole samples, visible macroscopically on the thin sections.
\nSEM images of Main Skarn thin sections, in back-scattered electrons imaging (a, c to f) and in secondary electron imaging (b), showing different textures on the ore. (a) Association of scheelite, garnet, fluorite and vesuvianite, the garnet being unsettled by albite. (b) Association of scheelite and vesuvianite, with an albite micro-vein unsettling vesuvianite at the grain joint. (c) Zonation in a zoisite, which is being unsettled by albite. (d) Apatite with K-feldspars and pyroxene, being consumed by albite. (e) Close association between scheelite, fluorite, garnet and zoisite, surrounded by albite. (f) Scheelite and fluorite being unsettled by albite. (Same legend as
Paragenetic sequence of the Tabuaço scheelite skarn, showing the evolution of the mineral associations versus time and versus distance to the pluton (i.e. for the two skarn horizons).
Another major mineral of the paragenesis is fluorite, which forms centimetric patches, often in association with vesuvianite and scheelite in the Main Skarn (\nFigure 5b\n; \nFigure 7a\n, \nb\n and \ne\n). Fluorite is also closely associated with pyroxene in the Lower Skarn while less abundant. Microprobe analysis shows that vesuvianite and apatite bear fluorine, in substitution of the hydroxyl group. They are then fluoro-vesuvianite and fluorapatite, respectively. Garnet also bears fluorine, in substitution of oxygen.
\nA late albitisation stage is responsible for the destabilisation of the metasomatism-related mineral association. This alteration is promoted by cross-cutting micro-veins of albite (\nFigure 5a\n and \ne\n; \nFigure 7b\n). Most of the albite is developed at the selvedge of the grains (\nFigure 7c\n and \nd\n). The shape of the original crystal is preserved, forming phantoms of primary minerals (\nFigure 7a\n, \nc\n and \nf\n). Destabilisation textures, such as very fine intergrowth of albite along the 90° cleavages of fluorite at the beginning which generalises after (\nFigure 7f\n), can be observed for most of the minerals: garnet (\nFigure 7a\n), vesuvianite (\nFigure 7b\n and \nf\n), zoisite and even scheelite (\nFigure 7f\n).
\nMicroprobe analyses indicate that scheelite is zoned in terms of Mo-content. This phenomenon is explained by the low sulphur content in the hosting sedimentary rocks, as no molybdenite was found. Molybdenum, in very low amount, originates from magmatic fluids and is incorporated into the scheelite crystals, contributing to the continuous solid solution between scheelite (CaWO4) and powellite (CaMoO4). The low content of molybdenum in scheelite suggests a high quality of this W deposit, as molybdenum represents a critical penalising element for tungsten metal properties. Some authors reported that Mo-poor scheelite is associated with oxidised skarns [29]. More recent studies proved that Mo-poor scheelite can as well form in reduced skarns [30–32]. Based on the later classifications [31], the Tabuaço skarn is a reduced skarn. Indeed, it presents Mo-poor scheelite which is related to a low dioxygen fugacity [30], high pyrrhotite:pyrite ratios and grossular-rich garnet (Gr87). The andradite content is very low in the garnet, for which the Al3+/Fe3+ ratio is around 7.4. Moreover, all the other Fe-bearing minerals are all Fe2+-bearing minerals (vesuvianite, pyroxene and epidote). All these elements are suggesting that fluids going from the granitic intrusion to the hosting sedimentary rocks are reduced, with low dioxygen fugacity and then low Fe3+/Fe2+ ratio.
\nScheelite crystallisation is controlled by pH and Ca2+ activity in the hosting rocks, as the tungsten is transported by acidic magmatic fluids in the form of tungstic acid [30]. A brutal increase of the pH or of the Ca2+ concentration in the fluids, as it would happen when cross-cutting a carbonate-rich horizon, can lead to the precipitation of scheelite [30, 33]. Hence, laminated scheelite would have primary precipitated at the contact of carbonate-rich layers of the sediment. A fluid grade of 100 ppm of W is reported to be enough to cause scheelite precipitation at the vicinity of a carbonated layer [33]. Disseminated scheelite, sparser, likely results from a remobilisation of the laminated scheelite, postponing bimetasomatism reactions which led to the loss of the initial heterogeneity of the sedimentary hosting rocks.
\nThe two mineralised horizons correspond to carbonate-rich layers alternating with thin levels of silicate-rich sediments. This succession allowed the crystallisation of calcium-bearing silicates by a bimodal exchange between the two categories of sediments (bimetasomatism). However, the Lower Skarn protolith was probably more silicate-rich than the Main Skarn protolith. The dominance of calcium in Main Skarn induced the formation of sizeable amounts of semi-soluble salts, as scheelite, fluorite and apatite. These two latter crystallised as a result of an increase of Ca2+ and even more importantly F− and PO4\n3− activities in the fluids. These volatile-enriched fluids correspond to end-magmatic crystallisation fluids and explain the substitution of hydroxyl group or of oxygen by fluorine in apatite, vesuvianite and garnet [30, 32]. The fluorine origin is probably sedimentary, as the granite is a peraluminous S-type granite, formed by anatexis of the Bateiras Formation. Some Mo-poor W-F skarns, derived from S-type granite intrusions, were described by authors [34]. The composition of fluids is generally intermediate between oxidised and reduced, and the skarn cannot be really classified [32].
\nTin-bearing minerals are also present in minor amounts. It consists of cassiterite and malayaite, two calcium/tin-bearing silicates which presence has been several times reported by authors in a similar context [29, 30, 35].
\nFurthermore, the mineralisation is closely linked to the setup of the skarn induced by the intrusion of a S-type peraluminous tardi-D3 of two mica granites (PBT granite). In the late stage of crystallisation, fractionated fluids were enriched in some elements (W, F, P). Their slow diffusion into the hosting rocks, from the granite to the metamorphosed sediments, was driven mainly by the temperature gradient and variations in chemical potential [30, 36]. As the hosting sediments were composed of silicate-rich and carbonate-rich centimetric to metric layers, very associated, each brutal change induced a rebalancing of the fluids with the rock (\nFigure 9\n). Scheelite, fluorite and apatite precipitated when both the Ca2+ activity and the pH increased suddenly, at the contact with the carbonated layers (\nFigure 9\n). Because of its proximal location to the granite, the temperature is higher in the Main Skarn than in the Lower Skarn, inducing a faster and nearly complete homogenisation of the initial banded textures. Difference in temperature also explains the dominance of the garnet in the Main Skarn and the dominance of the pyroxene in the Lower Skarn, consolidated by chemical contrast. Indeed, the crystallisation of pyroxene requires more SiO2 compared to the garnet, and bulk analyses showed that the Lower Skarn is SiO2-richer (\nTable 1\n). In addition, the graphite content seems to play a role in the variation of skarn composition [30, 37] as a graphite-rich layer will lead to the formation of Pyr > Gar and pyrrhotite > > pyrite zone as observed in the Lower Skarn. Finally, the Tabuaço skarn is spatially zoned (\nFigure 9\n) with a Gar > Pyr zone transitioning to a Pyr < Gar zone. The latter zone contains sizeable amounts of sulphides, mainly pyrrhotite and arsenopyrite, which reflects the high sulphur and probably graphite content of the hosting sediments (\nFigure 9\n). It could correspond to the graphite-bearing shales, occurring in the Bateiras Formation.
\nSchematic cross section of the Tabuaço deposit showing the spatial zonation and the temporal stages of mineral association. (See the text for further explanations.) Gar, Garnet; Px, pyroxene; Ves, vesuvianite; F, fluorite; Ep, epidote; Ap, apatite; Sch, scheelite; Qz, quartz; KF, K-feldspars; Slph, sulphides.
The skarn zonation has been intensively described by authors [30, 32, 35, 38] and could be summarised as follows, from the pluton to the metamorphic marbles:
No evidence of wollastonite was found in the mineralogical observations. The presence of high content in aluminium, due not only to the peraluminous nature of the granite but also to the chemistry of the sediments, induced the formation of aluminium-bearing calc-silicates as vesuvianite, garnet and epidote, more favourably than the formation of wollastonite. But, distal to the pyrrhotite-rich zone, described by the authors [30, 35], a wollastonite-rich zone could exist, even if it may be absent in several world skarns [39].
\nWithin this zonation, vesuvianite is present and stable everywhere in the Gar > Pyr and in the Pyr > Gar zones, as well as zoisite (\nFigure 9\n). These two minerals are primary, based on the mineralogical observations, and associated with other primary minerals as fluorite, scheelite, apatite and garnet/pyroxene. Authors reported that zoisite can be primary, as a replacement of anorthite feldspar often described but absent in the Tabuaço mineral association [30]. As well, fluorite and apatite are stable in both the Main and Lower Skarns, their different contents being explained by the depletion of the F and P contents in the fluids reaching the distal part of the skarn (\nFigure 9\n). The same phenomenon occurred with the W content (\nFigure 9\n).
\nAuthors reported that the formation of garnet and pyroxene occurs at least for 300°C [30, 40], while the zoisite epidote does not form under 445°C [32]. Pyroxene is probably formed first and unsettled in the skarn evolution by the garnet, as poikilitic textures are observed in this ore and have been observed for other ores [32]. Pyroxene is transformed into garnet when the fluids become SiO2-richer and, above all, saturated [30, 41], occurring in the early prograde evolution.
\nThe late prograde stage is characterised by the circulation of Na-rich fluids, which corresponds to the last fluids, enriched in incompatible elements by the fractionated crystallisation (\nFigure 9\n). These fluids come probably with the important intrusion of aplite veins at the immediate vicinity of the granite. Na-rich fluids started to unsettle the primary mineral association, transforming garnets, pyroxene, fluorite, vesuvianite and even scheelite into albite. However, this phenomenon is only partial in the skarn.
\nFinally, the retrograde stage is represented by an inverse fluid circulation, introduced few decades ago [29]. In the Tabuaço skarn, this late stage is characterised by an epidote + calcite association, mainly formed in the form of cross-cutting veins, postponing all the primary minerals. Some white micas (muscovite) and chlorite-group minerals have been observed, corresponding to the retrograde late stage. Supergene alteration induced the kaolinisation of the majority of albite formed in the skarn.
\nA detailed mineralogical study of the skarn-hosted Tabuaço deposit was performed on rock sampled from two different skarn horizons. Mineralogical assemblages and textural observations are key elements to integrate into the beneficiation process design.
\nTo begin with, consideration of the liberation mesh is primordial for the optimisation of the grinding steps. Liberation mesh was evaluated by optical microscopy under short-wavelength UV lamp and confirmed by geochemical analysis of the different size fraction. Liberation was estimated at an average size of 150 μm for both units, while it is recognised that the Lower Skarn unit has slightly smaller scheelite grains averaging around 120 μm.
\nThen, the present study enabled to characterise mineralogical associations and crystallisation/alteration textures. In this regard, a feature of interest is the close association of the valuable scheelite with vesuvianite which is one of the major mineral phases. Metasomatism reactions led to the crystallisation of various calcium-bearing gangue silicates such as vesuvianite, garnet, pyroxene and epidote for the major ones. Thus, the main challenge in recovering scheelite versus calcium-bearing minerals via flotation processes is their selective separation due to the similarities in terms of surface properties, electrokinetics and stability/solubility in aqueous solutions. Conventional silicate depressants, for example, sodium silicate, exist, but the issue can only be resolved if the Ca2+ site-specific collector selectivity is high. Because of their different spatial relationship to the main granite intrusion along with the variation in protoliths lithology and chemical compositions, the two skarn horizons studied present distinct mineralogical assemblages. Thus, flotation reagents in terms of collector and depressant need to be tailored to the ore feed composition. No matter how successful the recovery of scheelite is, the concentrate grade can only be maximised if the grade of gangue minerals is reduced. For instance, fluorite is a major phase in the Main Skarn unit, and special effort should be taken to minimise its grade in the final concentrate.
\nCrystallisation textures are also essential to take into account in seeking and improving the concentrate grade. In particular, mineral intergrowth, poikilitic texture, micro-veins and secondary overprint are typical features of mixed particles occurring even if the liberation mesh is reached. Such mixed particles are likely to be harder to float, and in the eventuality that they are floated, the concentrate grade will be diluted by impurities.
\nMoreover, a pervasive albitisation of the skarn horizons, principally the Main Skarn, affects the whole prograde paragenesis, including scheelite. The overprint of albite onto scheelite grains inhibits the collector action, reducing significantly the concentrate grade and the overall recovery. In addition, albite has been subsequently altered into kaolinite and other clay minerals. These fragile minerals are concentrated in the very fine fractions (−10 μm) generated by the comminution steps; hence, it is crucial to perform a desliming step in order to remove this phase.
\nThe optimisation of the flotation process should also consider the downstream treatments such as hydrometallurgy processes. In this regard, the concentration of penalising elements such as phosphorous should be limited. Fluorapatite, occurring predominantly in the Main Skarn horizon, requires the use of specific depressants to inhibit the action of Ca2+ site-specific collector. The Lower Skarn horizon is less challenging in terms of gangue mineral depression given the dominance of easily depressed silicates such as quartz, K-feldspar or pyroxene and the rare abundance of fluorapatite, fluorite or garnet.
\nThe research leading to these results has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 641650 for the FAME project. This chapter reflects only the authors’ view, exempting the commission from any liability. The authors would like to thank Gaëtan Fillon, Gabriel Crumiere and Frédéric Diot for their active collaboration in this work.
\nPeople living in expanding-circle countries in which English is a foreign language really need to struggle to learn this international language [1]. There is not much exposure as what is found in the inner and outer circles. Although exposure these days comes to a large extent from written social media or news channels, still, it is not easy to interact with people daily in English. Communication with English-speaking counterparts often cannot be simply done. It is frequently difficult to find counterparts to practice the spoken language.
In the world of education, the same thing happens. In Indonesia, which is included in the expanding circle, there are still many problems faced by English teachers. One of the examples is, there are many schools that lack facilities as well as teaching resources. The problems and challenges faced by EFL teachers in Indonesia are still many and complicated. Problems like unqualified English teachers, teachers who do not have any English language education background, the absence of good textbooks, insufficient school facilities, learners’ lack of motivation, fear of speaking, and a lack of good Internet connection are still haunting these international language teachers. The society’s mindset that does not prioritize education can also be a burden for Indonesian teachers, especially in remote areas or villages.
In Indonesia, more than 700 languages are spoken [2]. This refers to the local languages since there are 1340 ethnic groups in this archipelago [3]. According to information from EF Kids [4], Indonesia falls into the category of 50 countries with the lowest abilities in English language mastery in the world. In 2016, Indonesia was ranked 32nd among 72 other countries. In 2019, Indonesia was ranked 61st out of 100 registered countries. Compared to other Asian countries, in 2020, Indonesia was ranked 13th out of 25 Asian countries. This rank is still far below the average abilities of Vietnamese or Japanese people. These two nations are still far behind our neighboring countries like Malaysia and Singapore.
These data are supported by Januli (2019), as cited in WartaEkonomi.co.id [5]. Indonesia is included in the group of countries with low English mastery. Among 80 international countries, Indonesia is ranked 51st. Out of 21 Asian countries, Indonesia is ranked 13th. According to Kholid [6], in an Indonesian context, motivating students is still a challenge that is not easy. There are many policies on the English language at schools. Though there have been many efforts to respond to the existing weaknesses, these efforts cannot be realized as programs that motivate students.
Smpn8 [7] also supported this idea. They mentioned that in Indonesia there are several problems in teaching English as a foreign language. The first is a lack of motivation. Next, there is a lack of time scheduled for teaching the international language. This is followed by the next problem, inadequate human resources, and materials. Besides that, the excessive number of students in every classroom is also an obstacle for teachers in teaching English as a foreign language. On the other side, students who have abilities in English language skills are very limited, perhaps only 10% of all students.
From the data presented, it can be concluded that many Indonesians are still struggling in learning and mastering English language skills. Although we are living in a global world with intense exposure to mass media in English, still, it is not our mother tongue nor is it our second language. The bombardment of English via advertisements, news, films, songs, and social media these days can be a great help to learn this international language. However, many teachers still have to struggle hard in teaching.
The ideal condition is for all learners to be highly motivated so that teachers do not have any serious problems in teaching. Also, all schools should be well facilitated. Thus, the English language teaching-learning process will be enhanced. However, the reality is different. Looking at the gap between the ideal condition and the reality, the researcher thus conducted this case study, to reveal what problems six Indonesian EFL teachers encountered in teaching their students. There is one central question that guided this study:
Many people living in the world today are familiar with the idea of world Englishes. Matsukawa [8] mentioned that as seen from the number of speakers, English has become the language of non-native speakers. Throughout history, many people have learned a foreign language based on several reasons. One reason is, they have been interested in the associated culture. The second reason is, they have lived in a society dominated by its native speakers. This, however, is no longer true for the vast majority of people learning English. The main purpose has shifted. It is to make themselves understood internationally. Most interactions in which English is used as a foreign or second language take place without any presence of native speakers.
People living in the
Kdirbaeva and Usenova [10] reinforced this idea. They claimed that through the factual examination of the outcomes, various issues dealing with the instructors, the learners, the reading materials, and the strategies were revealed. These issues include instructors who do not utilize educational facilities while they are teaching and school libraries that are not well prepared to be beneficial for the learners of English. Besides that, classrooms are still far from perfect in terms of offices and physical conditions. Instructors who are not well-educated in English are also a problem. Another issue is the English reading materials are not appropriate for the student’s level of capability. There is also a tendency for hard-working instructors to not receive honors.
Overcrowded classrooms are another problem put forward by Ashraf [9]. According to Ashraf, an overcrowded classroom can demotivate a teacher both mentally and physically (Hayes, 1997, in Ashraf [9]). To get the learners settled in the class, the teacher will naturally speak louder. This may affect the learners since it negatively creates a distance between the learners and the teacher. The teacher realizes the consequence and therefore suffers from stress. A large amount of class time is spent disciplining instead of educating the learners.
Ashraf [9] also mentioned communication problems. It is almost impossible for a teacher to maintain one-to-one communication with a class of 80 to 100 students using the target language. The teacher struggles even to remember the names of each individual. In a foreign language class, it is pertinent to invite learners to communicate in the target language (Liu & Zhao, 2010, as cited in Ashraf [9]). While dealing with a large group of learners, if the teacher fails to initiate interactions with individuals, the opportunity for the learners to communicate keeps dimming. Moreover, “Students feel isolated and are often anonymous to both the instructor and one another” (Svinicki & McKeachie, 2010, in Ashraf [9]).
Madalińska and Bavli [11] elaborated that there is another obstacle in the form of psychological problems like motivation and emotions. They mentioned that emotional inhibitions such as anxiety and sophophobia are significant challenges. Emotions have a significant impact on the cognitive process of learners (Agudo, 2018, in Madalińska & Bavli [11]). Emotions can be either enhancers or prohibitors towards learning. Studies on anxiety and learning in Turkey revealed that anxiety, especially speaking anxiety, is a barrier to students’ learning (Er, 2015, as cited in Madalińska & Bavli [11]).
In addition, Madalińska and Bavli [11] claimed that the learning environment might also be a challenge for teachers. Large class sizes can reduce the time allocated for each student in a classroom. This impacts the quality of the instruction as it limits teachers’ capacity to employ communicative teaching approaches, which require active collaboration and communication during class (Madalińska and Bavli [11] citing from Copland, Garton, & Burns, 2014). English as a global lingua franca is the most preferred language for communication, academic, commercial, and technological purposes in the world (Madalińska and Bavli [11], citing from Crystal, 2013; Agudo, 2018; Seidlhofer, 2001; and Statista, 2016).
In line with Madalińska and Bavli [11], Sirisha [12] mentioned that the attitudes of the students can also become a hindrance in English language learning. A rural student can find English a difficult language to learn. Even if a student has the desire to learn it, the fear of committing mistakes may make him/her develop a negative attitude towards speaking and learning the language. If the teacher takes an active role by conducting speaking sessions like debates, discussions, and role-plays, there can be more opportunities for students to interact with other students and teachers. Having audio-visual aids in classrooms and labs and providing listening and reading comprehension materials can also help to improve the competency of students in their speaking and listening skills simultaneously.
Sirisha [12] further claimed that all human beings’ ways of thinking may not be the same. Some students are exceptionally talented in academics but not interested in doing well in their studies or getting skilled in the target language. For such students, the teacher should counsel them and tell them about the importance of the English language for their future lives and motivate them to take part in practicing the language skills. A lack of motivation among the learners, insufficient provision of audio-visual aids, and a lack of strict supervision are the challenges to overcome to make students more effective in English language learning and speaking.
All these challenges can be tackled if the teachers take an active part in building rapport with the class [12]. Besides that, teachers should set firm rules; for example, there will be no other language spoken in the class other than English. Asking students to always speak English with the teacher and their classmates can motivate students. In addition, the teacher can also correct their mistakes with care and organize interactive sessions like debates or role-plays. All of these help the students in learning the target language effectively. Sirisha [12] further explained that the teacher should become a good role model to the students. Using spoken and written English confidently will help students in adapting language usage in different situations and improve their interpersonal skills. The teacher should make the students capable of listening, speaking, reading, and writing as well as in interaction skills. This will enable students to be competent in the present world.
Sirisha [12] further stated that the socio-cultural background of an individual can also have a very strong impact on their mother tongue influences towards their English language teaching and learning. A teacher with a rural background can explain everything to a student while keeping the results-oriented objectives in mind. Students can obtain high scores on their exams. However, their target language competence cannot be improved. Another factor that affects English language teaching and learning is the teacher’s inefficiency in making students aware of the basic skills of the language in terms of listening, reading, speaking, and writing. Many teachers prefer their students to practice more of their reading and writing skills but overlook the other two important skills of listening and speaking.
A lack of grammar knowledge and vocabulary can be another crucial problem for English language learners. Finegan [13] mentioned that grammar is the system of the sounds, structures, and meanings of a language. It is a system of patterns and elements, which organize linguistic expressions. All languages have grammar. People who speak the same language can communicate because they intuitively know the grammar system of that language. They know the rules of making meaning. Students who are native speakers of English, meaning those who are in the inner circle already know English grammar. They recognize the sounds of English words, the meanings of those words, and the different ways of putting words together to make meaningful sentences. Effective grammar instruction begins with what students already know about grammar. Regarding vocabulary, Vierra [14] mentioned that vocabulary is essential in second and foreign language acquisition because, without its appropriate and sufficient knowledge, learners cannot understand others. Neither can they express their feelings. After a lengthy period of focusing on the development of grammatical competence, language instructors and researchers now recognize the importance of vocabulary learning.
Some previous studies in this area have been done. Tabatabaei and Pourakbari [15] conducted a study that was aimed at identifying the problems of teaching and learning English in the high schools of Isfahan, Iran. The data needed for the study was derived from questionnaires given to 200 randomly selected students. The participants were from the high schools of Isfahan and their English teachers.
Through the statistical analysis of the results, numerous problems regarding the teachers, learners, textbooks, and methods were revealed. First, the teachers did not use teaching aids during teaching. Besides that, the school libraries were not well equipped to be of service to the learners of English. Next, the classrooms were poor in terms of facilities and physical conditions. Fourth, the teachers did not teach in English. Moreover, the English textbooks were not suitable for the students’ level of proficiency, and the Ministry of Education did not honor the hard-working teachers. These problems were only some among many others.
Another researcher, Nath [16], also researched this area. He found numerous problems at the root of the poor condition of teaching-learning English in the secondary schools of the North Tripura District. The teachers were not trained and they were not competent enough to teach learners in the way they should be taught. These teachers were not good models for spoken English or written English. They were not aware of the modern, innovative, creative, and efficient English language teaching approaches, methods, techniques, and materials, as they only mechanically used the age-old and almost outdated and ineffective Grammar Translation Method (GTM) extensively. The communication approach was hardly taken into consideration.
Nath [16] added that the learners were not exposed to the target language in the classroom. The students’ mother tongue, Bengali, was the only medium of instruction in the classroom. They were exposed to it neither at home nor in their surrounding society or community. The only place where they could be exposed to English was in the classroom and it was only for a while. Therefore, these students could not generally be expected to be good at communication in the language.
Neither the teachers nor the learners were motivated to teach and learn. The teachers taught English simply because they had to. It was a compulsory subject and the learners studied it for the same reason. In other words, the teachers were concerned with how they could make the learners pass their examinations. None of them cared about whether proper teaching and learning ever took place. They were not aware of the fact that whatever they were teaching or whatever learners were learning would be useful in the future [16]. Shah [17], another researcher, researched students who dwelled in the rural areas of Jammu and Kashmir State. These students received education in rural schools. Sadly, they just became merely memorizing machines and they remained deprived of learning and improving their language skills.
Madalińska and Bavli [11] highlighted problems of students’ motivation. Several shared challenges affecting teachers in both Poland and Turkey were identified, despite the contrast between these educational contexts. These challenges included students’ motivation to learn; students’ emotional inhibitions; teaching large classes; differentiation; the need for the quality of in-service teachers’ professional development; high teaching hours; the provision of pre-service teacher education; the attractiveness of the profession; and career-path incentives. Importantly, some of these challenges had not been highlighted in the literature to date. Other challenges were more localized, such as in-service professional development focused on developing teachers’ competence in the English language.
Panchal [18] also focused on the quality of language education in Gujarat schools. The proficiency of teachers in language and their exposure to language and materials became the major concerns for the quality of the English language learning there. In reality, rural students’ situations are very difficult. They do not have any opportunities, as city students do, like access to language labs or audio-visual aids. Generally, rural students study English as a subject, not as a language. It is the main obstacle for them. Most students read English only for the sake of an examination. Students of rural schools face several problems. English is their second language. Learning a second language means acquiring a system of rules. The students of rural and semi-urban areas in Gujarat face such problems because English is not their mother tongue. It is neither instinctive nor intuitive [18].
A similar case also happened to secondary school English teachers in rural areas in Bangladesh. Their schools did not have adequate facilities like language labs, classrooms with appropriate sizes, electricity supply for the library, and books availability [19]. Teevno [20] also reported in his research that his respondents, 11 English teachers of Sidh, Pakistan did not get proper training in teaching English. Besides that, they did not get proper facilities in teaching and the curriculum was not arranged based on the students’ needs.
Panchal [18] explained that language acquisition appears to be a process of both analogy and application. It is also a process of nature and nurture. Undoubtedly, teachers of language have adopted and found various methods to teach English. However, students in rural schools still face several problems. English is not their first language. It is the second language for Indian students. Learning a second language means acquiring a new system of rules. Nevertheless, the students know very little about these rules. Some others do not know how the rule systems are acquired. Students are unable to express themselves properly in English. They have no idea of proper sentence structures. They do not know the proper pronunciation, spelling, and grammatical rules.
Another researcher, Ashraf [9], researched 35 EFL teachers from King Khalid University. These teachers teaching in different schools and colleges of Asir (southern) region participated in this study. The questionnaire for the EFL teachers was designed to identify and understand the remaining problems of EFL teaching in large classes from different perspectives. It contained 30 items along with a suggestion box. The questionnaires were distributed to 48 teachers. Thirty-five questionnaires were returned. The main finding was that overcrowded classrooms were distinctly demotivating for a teacher, and the demotivated teacher could never achieve success.
The design of this study was qualitative. Qualitative research is an approach that allows researchers to examine people’s experiences in detail. The research methods commonly used are in-depth interviews, focus group discussion (FGD), observation, survey, diary study, or survey [21].
In this study, the participants were six English teachers. They were selected as participants because they were teaching in an area far away from the city center, except for Teacher F, and all of them faced challenges in their teaching. The teachers’ initials (A−F) were given based on the order of alphabets of their real names. Table 1 presents the teachers’ data. All of them held a Bachelor’s degree.
Initials | Teaching location | Home | Education | |
---|---|---|---|---|
Teacher A | M | Public SHS, West Borneo | The same town as where the school is located | Bachelor’s Degree |
Teacher B | M | Public SHS, East Nusa Tenggara (NTT) Province | 128.4 km from the school | Bachelor’s Degree |
Teacher C | M | Private SHS, a mountain Plateau, Central Java | The same town as where the school is located | Bachelor’s Degree |
Teacher D | F | Public JHS, East Nusa Tenggara (NTT) Province | 34.9 km from the school | Bachelor’s degree |
Teacher E | F | Public SHS, East Nusa Tenggara (NTT) Province | The same town as where the school is located | Bachelor’s Degree |
Teacher F | F | Public Vocational School, Papua | The same town as where the school is located | Bachelor’s Degree |
Participants’ data.
The data for this study were gathered through questionnaires and interviews. Questionnaires were distributed through email to each of the teacher participants on July 2, 2021. To validate the data derived from the questionnaires, in-depth interviews were done with the teachers individually. On July 3, 2021, individual interviews were conducted with Teacher A, Teacher B, and Teacher C. Interviews with Teacher D and Teacher E were carried out the following day, July 4, 2021. The interview with Teacher F was done on October 17, 2021. All interviews were done through Google Meet because it was difficult to conduct direct interviews due to the pandemic era. Besides that, the locations where the participants lived were far away from the researcher’s hometown.
The data collection instruments used were questionnaires and interview questions. The questionnaires were attached as an appendix, while the interview questions were just used to confirm the teacher participants’ answers in the questionnaires. After analyzing the questionnaire answers and transcribing all the interviews with the participants, the researcher then wrote the findings of the study regarding the participants’ challenges in teaching.
Qualitative research is different from quantitative research in many aspects. One of the aspects deals with validity and reliability. Leung [22] asserted that validity in qualitative research means appropriateness of the tools, processes, and data. Besides Leung, Syahla (2021) explained that in qualitative research, findings or data are valid if there are no differences between the ones reported in the research and what really happens in reality.
Leung [22] further asserted that the reliability of qualitative research is found in consistency. Syahlia [23] also explained that qualitative research is individual. It means it is different from one researcher to another. If there are five researchers with different backgrounds, there will be five different research different findings. It means that reliability in qualitative research is dynamic, always changing, and not consistent. Situations always change, so do human behaviors involved in them.
In this section, the results of the questionnaires and interviews are discussed. The respondents were six English teachers teaching at public as well as private schools. The teachers’ initials were given alphabetically based on the alphabets of their real names, as shown in Table 1.
Teacher A was a young teacher, who taught at a public senior high school in West Borneo, Indonesia. He was about 27 years old. Teacher A graduated in 2017, and he had a great desire to continue his study and get a Master’s Degree. From the questionnaire that he submitted, Teacher A experienced four big problems in his teaching.
The first problem was related to the pandemic era. Since he was teaching the tenth-grade students, he had never met his students in person. All the teaching-learning processes were conducted online. Teacher A admitted that he had difficulties remembering his students’ faces. With his students, Teacher A had a
The second problem dealt with the clarity of instructions. Teacher A felt that his instructions had been clear enough for the students. However, many students were lazy to read the instructions, and they asked the teacher for the instructions instead of reading the instructions carefully. Although he was stressed out due to the “floods” of personal messages clarifying the instructions, Teacher A always tried to understand the situation of the pandemic era. This is what he mentioned in the questionnaire:
This problem was related to language use. It is about the use of the language in the instruction. Teacher A mentioned that he often used the mother tongue, Indonesian, to make the students understand the instructions. Still, some of them did not understand what to do. This frustrated Teacher A. As a solution, he asked his students to make a list of words in English related to the topic. If they were discussing the beach, for example, he would ask the students to make a list of all the words they know which are related to that particular topic. Hence, the students made some efforts in learning.
Another solution taken by Teacher A was asking the students to create dialogs based on the language structures that they learned in a particular chapter. In addition, Teacher A always tried to give questions requiring logic and reasoning. Thus, students’ critical thinking would grow. Teacher A also tried to minimize students’ plagiarism by setting the assignment submission so that only the student and the teacher could see the answers of an assignment.
Different from Teacher A, Teacher B faced more serious problems. The first problem that he faced was the distance between his hometown and the school. He had to go to another town to teach. It was about one hour by motorcycle. The distance between the two cities meant different cultures. People in the two different areas speak different local languages. Teacher B lived on the border, and thus had a different local language from the one spoken by the students. This often caused communication difficulties. The socio-cultural gap did exist in this case. This is what Teacher B stated, “
Besides socio-cultural problems, Teacher B also observed that the students’ literacy skills were still very low. Most of them had difficulties in the literacy of the four skills of English: reading, writing, speaking, listening, and counting abilities. The students also still had difficulties in using the right punctuation marks and in pronouncing the right words. In writing, they also seldom wrote in English, and they were not really interested in English. In listening, the students only learned from English songs that they got from social media. In speaking, they also experienced difficulties because they were shy and afraid to say something or made errors in their sentence structures.
Another problem faced by Teacher B was a lack of facilities experienced by the students. Most of the students did not have adequate facilities like good Internet connection, mobile phones, computers, or laptops. This is all related to the students’ families’ economic backgrounds. Most of the students came from middle to lower-class families.
To solve those problems, Teacher B always consulted with the headmaster and other teachers at his school. The headmaster and most of the teachers came from the same area as the students. Therefore, they knew the students’ local language and traditions. What kept Teacher B motivated in teaching was that he liked teaching very much. Also, he loved the village’s natural situation with the local wisdom, which was well taken care of. What demotivated him was the inadequacy of the facilities like a good Internet connection, projectors, whiteboards, and electricity blackouts that often happened.
Teacher C was teaching in a mountainous area in Central Java, Indonesia. Teacher C also faced a similar problem as Teacher B. His students’ academic competence was below average. However, sometimes some students excelled and got accepted into a public university through the government’s scholarship program. This made him happy and proud. The majority of the students, around 90%, came from lower-class families and they lived with their grandparents. Their parents went to big cities or abroad to work as migrant workers. Thus, in their daily lives, these students did not speak English at all.
This family background affected the students’ motivation to study, including English. These students had very low motivation. It was mainly due to the lack of motivation and encouragement from their parents or other family members. Sometimes, parents admitted that they did not have any funds to send their children to school. The school then tried to give their children full scholarships, including school fees and uniforms. Still, many parents rejected the idea to send their children to school. They did not prioritize education. When it was harvesting time, parents would make their children skip school and help them in the field or plantation.
Teacher C’s efforts to make his students get interested in English were all in vain. He conducted programs like
Sasongko [24] mentioned that poverty is an obstacle for parents to send their children to school. A family’s financial condition is the trigger to involve children in the world of work. Presented in Table 2 is the data of the total number of children who were working in 2018–2020, from every province in Indonesia. In East Nusa Tenggara, the number was quite high in 2020, at 5.67%. In Central Java, it was 2.71%; and in Papua, it was 3.49%. Table 2 from Indonesian Statistics Bureau (BPS) will clarify this.
Province | Percentage and year | ||
---|---|---|---|
2018 | 2019 | 2020 | |
Aceh | 1.68 | 1.18 | 1.98 |
North Sumatera | 4.29 | 4.01 | 6.39 |
West Sumatera | 2.51 | 2.46 | 4.29 |
Riau | 1.92 | 2.21 | 3.37 |
Jambi | 2.88 | 2.06 | 2.43 |
South Sumatera | 2.32 | 2.27 | 3.41 |
Bengkulu | 2.56 | 1.99 | 2.98 |
Lampung | 2.55 | 2.20 | 4.01 |
Bangka Belitung Archipelago | 4.26 | 2.41 | 4.81 |
Riau Archipelago | 1.09 | 0.98 | 1.19 |
DKI Jakarta | 1.48 | 1.17 | 1.30 |
West Java | 2.35 | 1.85 | 1.91 |
Central Java | 1.98 | 2.17 | 2.31 |
Yogyakarta Administrative District | 1.73 | 2.08 | 1.91 |
East Java | 1.95 | 1.64 | 2.59 |
Banten | 2.01 | 1.31 | 2.02 |
Bali | 3.96 | 3.02 | 4.31 |
West Nusa Tenggara | 3.94 | 4.08 | 6.55 |
East Nusa Tenggara | 4.42 | 3.42 | 5.67 |
West Kalimantan | 2.86 | 2.55 | 4.01 |
Central Kalimantan | 3.32 | 3.06 | 4.81 |
South Kalimantan | 2.89 | 2.31 | 3.11 |
East Kalimantan | 2.04 | 1.43 | 3.11 |
North Kalimantan | 2.11 | 2.66 | 4.84 |
North Sulawesi | 1.61 | 2.45 | 3.15 |
Central Sulawesi | 4.67 | 4.04 | 5.59 |
South Sulawesi | 4.63 | 4.90 | 6.16 |
Southeast Sulawesi | 5.32 | 5.26 | 8.05 |
Gorontalo | 4.56 | 4.57 | 5.46 |
West Sulawesi | 3.70 | 3.46 | 5.28 |
Maluku | 2.14 | 3.04 | 3.35 |
North Maluku | 2.42 | 3.51 | 3.80 |
West Papua | 2.19 | 2.30 | 5.35 |
Papua | 4.20 | 3.17 | 3.49 |
Indonesia | 2.61 | 2.35 | 3.25 |
Percentages and the number of working children aged 10–17, 2018–2020, in all provinces in Indonesia.
Source: BPS [25].
Teacher D lived in the same area as Teacher B, but she was teaching at a different school. Teacher D mentioned that her students’ academic abilities were very low. Teacher D had been teaching at that school for six months and found that the students’ abilities in speaking, writing, reading, and listening were still below her expectations. That is why Teacher D often used GTM (Grammar Translation Method) while teaching.
Another problem was that the students living in the remote area used their local language for daily communication. The national language, Bahasa Indonesia, was only used when they were talking to the teacher at school. The rest of the time, they spoke using their local language. Even when the students were discussing in small groups, they used their local language. Other than the problems mentioned above, these students also had very low motivation to learn English. Besides that, they did not have a good Internet connection, learning sources like textbooks, mobile phones, laptops, or computers.
What made Teacher D keep on going as she always thought that Indonesian children all had the same right to learn English. Though they learned a little in every meeting, at least they had learned something. Teacher D also mentioned that she did not have any special target in teaching. “
This pandemic era made Teacher D exhausted. Since January 2021, she had to visit her students’ houses one by one, distributing and explaining materials. Teacher D sometimes had to visit the houses more than once a week. If she only visited once a week, the children would not understand the materials. The distance from Teacher D’s hometown to her school was about 35 kilometers.
This condition should be the concern of both the Indonesian government as well as the citizens. Currently, two-thirds of Indonesia’s population is between the ages of 15 and 64, with a tremendous potential to achieve strong economic development and prosperity in the coming years. However, to take full advantage of this potential, Indonesia must work twice as hard to fill the development gaps in terms of education, health, and well-being of the youth. Earnest efforts are needed to improve educational quality [26].
Another common problem is the inequality of women and inequality in the rural population. This inequality causes child poverty as well as large gaps in water and sanitation. All this then leads to high rates of neonatal mortality, illnesses in children, and high stunting rates. In turn, all this has negative impacts on children’s physical and cognitive growth all their lifetime [26].
Teacher E also taught in East Nusa Tenggara. Similar to the other four teachers, Teacher E mentioned that her students’ English competence was below average. Most of the students went to school just to graduate and get the school certificate. Ninety-eight percent (98%) of the parents worked as farm laborers. That is why students’ motivation to learn English was very low. Besides problems with motivation, there were also some other problems faced by Teacher E. There was an inadequate and insufficient Internet connection. Besides that, blackouts often happened in that area. It disturbed the teaching/learning process.
Teacher E made some efforts to keep her students motivated in learning. She encouraged her students to practice vocabulary. She gave her students a target, that is, to memorize a minimum of 10 words in a day. Besides that, she made an English club though only four or sometimes six students joined the club. Teacher E also encouraged her students to keep learning English.
Students’ great desire, which in turn increased their self-confidence, made Teacher E’s motivation high in teaching. “
Different from the other five teachers, Teacher F taught in a vocational school in a big city in Papua, Indonesia. In general, she did not face too many problems. There were three big problems that she thought hindered learning, which were students’ motivation, the Internet connection, and the curriculum. In dealing with the Internet connection, Teacher F admitted that there was nothing she could do. She just hoped that the connection would get better and the provider would soon handle the recurring trouble and could provide a good, stable connection. About the curriculum, Teacher F mentioned that she could not do anything either, since it was decided by the central government. The time given for English lessons was far from enough. It was only a 2-hour lesson for grade 10 each week, or approximately 80 minutes per week. Grade 11 and 12 students got a 3-hour lesson per week, which means 3 times 40 minutes, or 120 minutes (2 hours) per week. “
There were some efforts that Teacher F had done in dealing with motivation. First, she gave special guidance to students who had low achievements. She gave them special attention and was willing to give extra lessons outside of the school hours if needed. Besides that, she also tried to remind the students about the importance of learning English. The last effort that she did was choosing peer tutors to help other classmates who were weak and had difficulties in learning. The teachers’ problems and the solutions are summarized in Table 3.
Initials | Problems encountered | Solutions |
---|---|---|
Teacher A (M) | Students’ difficulties in understanding instructions | Asking students to make a word list; asking students to create dialogs; using Bahasa Indonesia; giving questions that require critical thinking |
Teacher B (M) | Low literacy skills, language barriers, socio-cultural problems | Consulting with the Headmaster and other teachers |
Teacher C (M) | Students’ academic competence (below average); students’ financial condition; students’ low motivation | One-Day English, English-Speaking Area |
Teacher D (F) | Language barriers; students’ low academic performance | Using Grammar Translation Method (GTM) in teaching |
Teacher E (F) | Students’ low competence in English; students’ financial condition | Motivating the students |
Teacher F (F) | Internet connection; students’ motivation; curriculum | Guiding low-achieving students; reminding students of the importance of English; conducting peer tutorial |
Summary of the teachers’ problems and solutions.
From all the teachers’ narratives about the difficulties and solutions they implemented, several conclusions can be drawn. First, every teacher has their own way to teach and adjust their way of teaching in this pandemic era. Secondly, it has to be noticed that every solution should be adjusted with the class situation. No methods are the best methods. The teacher is the one who knows the situation best, and all methods should be adjusted with the class situation.
The next conclusion is that no matter what the students’ family conditions are, teachers need to keep motivating these students. Motivation is one of the key factors that determine students’ success in their language learning. It is like fuel that keeps vehicles running. Without motivation, language learners will lose their spirit to learn and may come to a stagnant point.
The research questions in this study have thus been answered and summarized in Table 3. This study, however, has its limitations in terms of the number of participants and coverage of topics. There were only six participants, and the discussion focused on the teachers’ problems and solutions. Future researchers can include more participants and delve into more complex topics like teaching media or teaching techniques.
Dear Respondents, please answer the following questions. The answers can be written in Indonesian or English. Thank you.
Where do you teach? How many students do you have?
Please describe your students’ academic abilities in general.
Please describe your students’ economic condition in general.
How are your students’ abilities in reading, writing, listening, and speaking in English?
What obstacles do you face in teaching English? Please put a checkmark (√).
Inadequate school facilities.
Bad Internet connection.
Low English competence of the students.
The low motivation of the students.
Your low motivation in teaching.
Other problems:
What steps do you take to deal with these problems?
What things motivate you the most in teaching?
What things demotivate you the most in teaching?
Please complete the table about your data.
Name | Teaching experiences | Experiences teaching English in your current school | Educational background |
---|---|---|---|
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Graphene, one-atom thick, exhibits a unique chemical structure and outstanding electronic, optical, thermal, and mechanical properties that made it compelling for various engineering applications. Graphene and graphene-based materials are promising candidates for fabricating state-of-the-art nano-scale sensors and biosensors. They featured with good conductivity and large specific surface area thereby; graphene-based sensors/biosensors performed well with good accuracy, rapidness, high sensitivity and selectivity, low detection limits, and long-term stability. They are ideally used as gas sensors, electrochemical sensors for heavy metal ions, immunosensors and dihydronicotinamide dinucleotide NADH, DNA, catecholamine neurotransmitters, paracetamol, glucose, H2O2, hemoglobin, and myoglobin biosensors. This chapter reviews the applications of graphene in nanotechnology since it came to the field particularly in sensing and biosensing applications. It updates the reader with the scientific progress of the current use of graphene as sensors and biosensors. There is still much room for the scientific research and application development of graphene-based theory, materials, and devices. Despite the vast amount of research already conducted on graphene for various applications, the field is still growing and many questions remain to be answered.",book:{id:"4624",slug:"biosensors-micro-and-nanoscale-applications",title:"Biosensors",fullTitle:"Biosensors - Micro and Nanoscale Applications"},signatures:"Nada F. Atta, Ahmed Galal and Ekram H. El-Ads",authors:[{id:"30072",title:"Prof.",name:"Nada",middleName:null,surname:"F. Atta",slug:"nada-f.-atta",fullName:"Nada F. Atta"},{id:"174033",title:"Prof.",name:"Ahmed",middleName:null,surname:"Galal",slug:"ahmed-galal",fullName:"Ahmed Galal"},{id:"174034",title:"MSc.",name:"Ekram",middleName:null,surname:"El-Ads",slug:"ekram-el-ads",fullName:"Ekram El-Ads"}]},{id:"36899",doi:"10.5772/34080",title:"Nanoparticles in Ancient Materials: The Metallic Lustre Decorations of Medieval Ceramics",slug:"nanoparticles-in-ancient-materials-the-metallic-lustre-decorations-of-medieval-ceramics",totalDownloads:6572,totalCrossrefCites:18,totalDimensionsCites:33,abstract:null,book:{id:"2259",slug:"the-delivery-of-nanoparticles",title:"The Delivery of Nanoparticles",fullTitle:"The Delivery of Nanoparticles"},signatures:"Philippe Sciau",authors:[{id:"98593",title:"Dr.",name:"Philippe",middleName:null,surname:"Sciau",slug:"philippe-sciau",fullName:"Philippe Sciau"}]},{id:"48322",doi:"10.5772/60510",title:"New Materials for the Construction of Electrochemical Biosensors",slug:"new-materials-for-the-construction-of-electrochemical-biosensors",totalDownloads:3522,totalCrossrefCites:10,totalDimensionsCites:31,abstract:"The development of electrochemical sensors has attracted great interest due to these sensors’ high sensitivity and selectivity. Here, we present the general concept and the classification of biosensors, their advantages and drawbacks, the main strategies in electrochemical biosensor technology and the materials used in electrochemical sensors, such as electrodes and supporting substrates, materials for improved sensitivity and selectivity, materials for bioreceptor immobilization, and biological recognition elements. Various nanomaterials, such as carbon-based materials (carbon nanotubes, graphene, carbon nanoparticles), inorganic and organic nanoparticles (magnetic and metal nanoparticles, nanosized clays), conductive and insulating polymers (nanosized and nanostructured polymers, molecularly imprinted polymers), and hybrid materials, etc., have been successfully applied for the enhancement of the electroanalytical performance of biosensors and for the immobilization of biorecognition elements. Among these, due to their unique physiochemical features, carbon-based materials, such as carbon nanotubes and graphenes, have received special attention in recent years, and examples of surface functionalization using various types of nanoparticles are presented. The future trends in sensor research activities and areas of development that are expected to have an impact in biosensor performance, like immobilization techniques, nanotechnology, miniaturization and multisensor array determinations, are also examined.",book:{id:"4624",slug:"biosensors-micro-and-nanoscale-applications",title:"Biosensors",fullTitle:"Biosensors - Micro and Nanoscale Applications"},signatures:"Robert Săndulescu, Mihaela Tertiş, Cecilia Cristea and Ede Bodoki",authors:[{id:"28983",title:"Prof.",name:"Robert",middleName:"Valentin",surname:"Sandulescu",slug:"robert-sandulescu",fullName:"Robert Sandulescu"}]}],mostDownloadedChaptersLast30Days:[{id:"72990",title:"Nanoprecipitation: Applications for Entrapping Active Molecules of Interest in Pharmaceutics",slug:"nanoprecipitation-applications-for-entrapping-active-molecules-of-interest-in-pharmaceutics",totalDownloads:867,totalCrossrefCites:2,totalDimensionsCites:4,abstract:"Nanoprecipitation technique, also named solvent injection, spontaneous emulsification, solvent displacement, solvent diffusion, interfacial deposition, mixing-induced nanoprecipitation, or flash nanoprecipitation, is recognized as a useful and versatile strategy for trapping active molecules on the submicron and nanoscale levels. Thus, these particles could be intended among others, for developing innovative pharmaceutical products bearing advantages as controlled drug release, target therapeutic performance, or improved stability and organoleptic properties. On this basis, this chapter offers readers a comprehensive revision of the state of the art in research on carriers to be used for pharmaceutical applications and developed by the nanoprecipitation method. In this sense, the starting materials, the particle characteristics, and the in vitro and in vivo performances of the most representative of these carriers, i.e., polymer, lipid, and hybrid particles have been analyzed in a comparative way searching for a general view of the obtained behaviors.",book:{id:"10116",slug:"nano-and-microencapsulation-techniques-and-applications",title:"Nano- and Microencapsulation",fullTitle:"Nano- and Microencapsulation - Techniques and Applications"},signatures:"Oscar Iván Martínez-Muñoz, Luis Fernando Ospina-Giraldo and Claudia Elizabeth Mora-Huertas",authors:[{id:"320030",title:"Prof.",name:"Claudia Elizabeth",middleName:null,surname:"Mora Huertas",slug:"claudia-elizabeth-mora-huertas",fullName:"Claudia Elizabeth Mora Huertas"},{id:"326041",title:"Prof.",name:"Luis Fernando",middleName:null,surname:"Ospina Giraldo",slug:"luis-fernando-ospina-giraldo",fullName:"Luis Fernando Ospina Giraldo"},{id:"326042",title:"Mr.",name:"Oscar Iván",middleName:null,surname:"Martínez Muñoz",slug:"oscar-ivan-martinez-munoz",fullName:"Oscar Iván Martínez Muñoz"}]},{id:"71786",title:"Microemulsion Formulation of Botanical Oils as an Efficient Tool to Provide Sustainable Agricultural Pest Management",slug:"microemulsion-formulation-of-botanical-oils-as-an-efficient-tool-to-provide-sustainable-agricultural",totalDownloads:864,totalCrossrefCites:1,totalDimensionsCites:2,abstract:"Microemulsion formulation is among the most suitable carrier for the delivery of bioactive and, therefore, has excellent potential for industrial applications. The microemulsion system is thermodynamically and kinetically stable. Due to the smaller droplet size of the microemulsion system, the bioactive covers a larger surface of the target pest. Botanicals and essential oils, in particular, are green options to control various soil and seed-borne pathogens. Each oil contains several bioactive constituents that practically avoid microbe-resistance against it. Nevertheless, to improve the handling and shelf-life of botanicals, microemulsion formulation is the best option available. The current chapter provides the insight of a microemulsion system and explores the possibility of botanical oil-based biopesticides for a sustainable agro-ecosystem. We believe that botanical oil microemulsion could be a better alternative to synthetic pesticides and opens a new corridor for the promotion of the greener way of plant protection in India and across the globe.",book:{id:"10116",slug:"nano-and-microencapsulation-techniques-and-applications",title:"Nano- and Microencapsulation",fullTitle:"Nano- and Microencapsulation - Techniques and Applications"},signatures:"Abhishek Sharma, Saurabh Dubey and Nusrat Iqbal",authors:[{id:"314853",title:"Dr.",name:"Abhishek",middleName:null,surname:"Sharma",slug:"abhishek-sharma",fullName:"Abhishek Sharma"},{id:"315502",title:"Dr.",name:"Saurabh",middleName:null,surname:"Dubey",slug:"saurabh-dubey",fullName:"Saurabh Dubey"},{id:"317856",title:"Ms.",name:"Nusrat",middleName:null,surname:"Iqbal",slug:"nusrat-iqbal",fullName:"Nusrat Iqbal"}]},{id:"48359",title:"Immunosensors",slug:"immunosensors",totalDownloads:3084,totalCrossrefCites:7,totalDimensionsCites:21,abstract:"Immunosensors are solid-state devices in which the immunochemical reaction is coupled to a transducer. They form one of the most important classes of affinity biosensors based on the specific recognition of antigens by antibodies to form a stable complex, in a similar way to immunoassay. Depending on the type of transducer there are four types of immunosensor: electrochemical, optical, microgravimetric and thermometric. The most commonly used bioelements for the development of electrochemical immunosensors are antibodies (Ab), followed by aptamers (Apt) and, in the last five years, microRNA (miRNA). In order to perform an early diagnosis, a method that is able to measure peptides and proteins directly in a sample, without any sample pre-treatment or any separation, is preferred. This direct detection can be performed with methods making use of the specific interaction of proteins with Ab, Apt and miRNA. The recent developments made in the immunosensor field, regarding the incorporation of nanomaterials for increased sensitivity, multiplexing or microfluidic-based devices, may have potential for promising use in industry and clinical analysis. Some examples of assays for several commercially available biomarkers will be presented. The main application fields, beside biomedical analysis, are drug abuse control, food analysis and environmental analysis.",book:{id:"4624",slug:"biosensors-micro-and-nanoscale-applications",title:"Biosensors",fullTitle:"Biosensors - Micro and Nanoscale Applications"},signatures:"Cecilia Cristea, Anca Florea, Mihaela Tertiș and Robert Săndulescu",authors:[{id:"28983",title:"Prof.",name:"Robert",middleName:"Valentin",surname:"Sandulescu",slug:"robert-sandulescu",fullName:"Robert Sandulescu"}]},{id:"48575",title:"Impedimetric Sensors for Bacteria Detection",slug:"impedimetric-sensors-for-bacteria-detection",totalDownloads:3676,totalCrossrefCites:6,totalDimensionsCites:20,abstract:"The application of electrochemical biosensors based on impedance detection has grown during the past years due to their high sensitivity and rapid response, making this technique extremely useful to detect biological interactions with biosensor platforms. This chapter is focused on the use of electrochemical impedance spectroscopy (EIS) for bacterial detection in two ways. On one hand, bacteria presence may be determined by the detection of metabolites produced by bacterial growth involving the media conductivity changes. On the other hand, faster and more selective bacterial detection may be achieved by the immobilization of bacteria on a sensor surface using biorecognition elements (antibodies, antimicrobial peptides, aptamers, etc.) and registering changes produced in the charge transfer resistance (faradic process) or interfacial impedance (nonfaradic process). Here we discuss different types of impedimetric biosensors for microbiological applications, making stress on their most important parameters, such as detection limits, detection times, selectivity, and sensitivity. The aim of the paper was to give a critical review of recent publications in the field and mark the future trends.",book:{id:"4624",slug:"biosensors-micro-and-nanoscale-applications",title:"Biosensors",fullTitle:"Biosensors - Micro and Nanoscale Applications"},signatures:"Sergi Brosel-Oliu, Naroa Uria, Natalia Abramova and Andrey Bratov",authors:[{id:"174122",title:"Dr.",name:"Andrey",middleName:null,surname:"Bratov",slug:"andrey-bratov",fullName:"Andrey Bratov"},{id:"175939",title:"MSc.",name:"Sergi",middleName:null,surname:"Brosel-Oliu",slug:"sergi-brosel-oliu",fullName:"Sergi Brosel-Oliu"},{id:"175940",title:"Dr.",name:"Naroa",middleName:null,surname:"Uria",slug:"naroa-uria",fullName:"Naroa Uria"},{id:"175941",title:"Dr.",name:"Natalia",middleName:null,surname:"Abramova",slug:"natalia-abramova",fullName:"Natalia Abramova"}]},{id:"58296",title:"Recent Advances in Bioimaging for Cancer Research",slug:"recent-advances-in-bioimaging-for-cancer-research",totalDownloads:1453,totalCrossrefCites:4,totalDimensionsCites:5,abstract:"Molecular imaging techniques as well as nanoparticle applicable to molecular imaging are being explored to improve the cancer detection accuracy, which help to manage efficiently at the early stage. Among the various imaging technologies, optical imaging is a highly sensitive detection technique that allows direct observation of specific molecular events, biological pathways, and disease processes in real time through imaging probes that emit light in a range of wavelengths. Recently, nanoparticles have provided significant progresses that can be simultaneously used for cancer diagnosis and therapy (cancer theranostics). Theranostics aims to provide “image-guided cancer therapy,” by integrating therapeutic and imaging agents in a single platform. In addition, molecular imaging techniques facilitate “image-guided surgery” enabling maximization of tumor excision and minimization of side effects. The optical signals generated by fluorescence nanoparticles offer the possibility to distinguish tumor sites and normal tissues during surgery by real-time guidance, thereby increasing the long-term patient survival. These techniques will considerably contribute to reducing cancer recurrence and developing more effective cures. 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