Example of an Compare and Contrast Essay

My grandmother and I are like dust and dawn, complete opposites. We have different points of views; we come from total different generations; we have different interest. My grandmother was born in Atlanta, GA and married at a young age. She and my grandfather later move up to Jersey City, New Jersey when she was pregnant with my eldest aunt. Life was a lot different in the 1940s than it is now. After sitting down with my grandmother, talking to her about different stuff made me see her in a new light. I spoke with her about how the music was then and now was different. She grew up in a Christian home, so all they listened to was Gospel. I asked her â€Å"what do you think of the Gospel music today?† She answered â€Å"I’m not a big fan of it but I only listen to Mary Mary before I would listen to anything else. They add too much into it and think that because you say God or Jesus it’s a Gospel song. Mary Mary are true Gospel singers.† So, I asked her about the Gospel music that she grew up with, and she had a twinkle in her eye as she explained it to me. She truly loved Gospel from the 1950s to the 1980s. she explained how they had a true meaning and how they had a true message. Technology from then and now is really different. My grandmother declared that their television’s looked like big boxes with a screen on them and cameras were huge. Now, in the 21th century, we have flat screen TV’s and small cameras that can fit in your pockets and can print wirelessly from the printer. Phones were all wired and you couldn’t really move around the house with it; presently, we have wireless cellular phone that you can contact someone from half way around the world without an issue. The environment was a lot safer than it is today; also, that prices were more affordable than they are, that’s why more people are depending on public assistants. My grandmother indicated that you could walk in the grocery store with $20 and leave out with about 35-40 items. As of now, you walk in the grocery store with $20 walk out with 3-5 items. During the 1960s the environments setting weren’t as bad as they are now. The crime rate isn’t as high as they are now. That’s why she chooses to leave out early in the morning to run arranges because she feels safer. The generations has changed and progressed in different ways. Things were easier than they are today. Before you don’t really worry about much, now some people fear to leave the comfort or their home. Maybe if I was alive during that time, I maybe would have gone through as much as I am today. If you had a chance to live in that time zone, would you?

Wide Awake

Literary devices are often used in pop songs to give off a certain mood or setting. Katy Perry uses repetition, imagery, allusion and alliterations in her song â€Å"Wide Awake† to explain how an event can cause a person to grow or change in perspective. Changing how they see someone or something and change how they feel about things. By using these devices it created a realization and regretful mood and tone to her song. This makes her song personal and emotional which allows many people to relate and therefore sells songs. You will find that majority of stars out there choose deep and meaningful things to sing about to sell more albums. One way she created the mood of her song Wide Awake was by using repetition. In the very beginning she states that she's wide awake, meaning that she has come to realize her mistakes and is seeing things from a different point of view now after the fact. Also she repeats falling from cloud nine throughout the song as well. Falling from cloud nine is a figure of speech saying that she was in love and happy but then she fell out of love (falling from cloud nine) and became heartbroken. Falling from cloud nine isn't necessarily considered a good thing and that's exactly what she was saying. Using repetition to create a mood for the song and to hook the listeners into listening to the story behind of the song. Another way she added meaning to her song was by using Imagery. In almost every song that there is there is some sort of imagery warped into it. Because without some sort of story line or description the song wouldn't be any good or entertaining and people wouldn't want to listen to it. In Katie's song she creates the image of thunder rumbling and castles crumbling. That creates a picture in your head of the actual emotion that she's feeling. Describing her heart break like the cracks and loud booms of thunder during storm, a storm like the break up she's going through. And also describing the same thing with an old castle that's finally worn down and falls apart. Lastly I want to talk about the overall meaning of the song. Throughout the song Katy puts in several literary devices as the ones in the paragraphs above but the entire song itself is just a huge metaphor. In the chorus of her song she says â€Å"Gravity hurts, you made it so sweet till I woke up on the concrete. † Majority of her song revolves around these lyrics. Because she's comparing her break up and her realization of what went wrong to earth's gravity. Which states whatever goes up must come down, just like her love for him whoever he is had to come to an end eventually and that hurts. In the end all songs are made up different combinations of literary deices and descriptions of real life feelings. these were just some examples using the famous Katy Perry's most recent song. Songs are just really long poems that speak the truth about life itself and how can you create a poem without structure? You can't, and that's why we use literary devices to build a structure for our writing.

English 3rd Year High School Curriculum Essay

COURSE DESCRIPTION: This course focuses on one’s understanding of the English and American Literature from old to contemporary. It assists one in honing skills and creativity through the different performance tasks- short story writing, drama presentation, poetry slam, and persuasive essay writing as well as enhancing their fundamental language skills as integrated in each lesson to help learners become fully equipped with essential understanding of both language and literature in this level. RATIONALE: This course aims to engage students the opportunity to explore literary texts written in Old English which will provide them with new understanding of the different cultures or history of the author and the place where the literary work was originated. Aside from that, they will be directed to strengthen their previous knowledge of English in both language and literature thus develop and/or enhance skills in creative writing and critical reading through deep analysis and evaluation of these texts. It also provides varied and meaningful learning experiences that are value-oriented. REQUIREMENTS: A. ENTRY The third year students are assumed to have learned some lessons and rules in grammar and all the other things covered in the English 1 and 2 including the literatures of the Philippines and that of other Asian countries and Africa, their genres, elements and features. Thus, they are expected to enhance their knowledge on these things through consistent attention and active participation during class hours, and develop the skills that are yet to be discovered. They are also expected to come up with generative ideas through interpreting English and American short stories, drama, poems and essays and through participating in performance task s or culminating activities prepared per unit. The students in this level should submit their assignments and projects on time (written outputs or creative artworks), interact with literary texts and their characters and perform the required tasks with eagerness which would in time help them understand their own culture, appreciate and experience God’s greatness. B. EXIT: At the end of the school year, the students are expected to show confidence on their knowledge and understanding of the literary pieces with emphasis on Anglo-American literature, show their love of reading and writing in a creative and critical manner, and apply these things, most especially the core values highlighted in most of the lessons, at present and in the near future. Lastly, they are likely to show expertise not just in communicating but also in composition writing using well-constructed sentences and paragraphs and all the more, in creating stories, poems and even song lyrics considering appropriate mechanics. GENERAL OBJECTIVES: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. FIRST GRADING (NARRATIVE)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 12meetings| 1. Discuss the distinct elements of American and British short story. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story create a meaningful short story. 4. Make meaning out of the language features of a narrative. 5. Use appropriate coordinators, prepositions and subordinators to highlight feelings, thoughts, actions and observations. 6. Write an essay analyzing the important elements and literary devices used in a short story. 7. Make connection within and among American-British short stories to real life experiences. 8. Discuss and interpret British-American narratives highlighting their culture, beliefs and societies. | Elements and Literary Devices Used in a Short StoryThe Last Leaf by O. HenryThe Pardoner’s Tale by Geoffrey ChaucerLanguage Focus:CoordinatorsPrepositions| Essay writing on analys is of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story based on its themeOrganizing short story elements using story mapsReporting of the different short story elements using the story readConstructing sentences using appropriate coordinators, subordinators and prepositions | ConnectedValues:John 15:13 Self-sacrifice (â€Å"The Last Leaf† where self-sacrifice is shown when the old man died after he painted his masterpiece despite the cold weather which in turn gave hope to a dying friend.)ConnectedValues:1 Timothy 6:10(â€Å"Pardoner’s Tale† -Money planted greed in their hearts thus, led them to their fate, death.) ConnectedSocial Studies:Highlighting the beliefs and culture of England and America through their narratives| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesStory mapping (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading sessionGroup Activities| Essay WritingStory MappingQuizzes (Elements and Literary Devices Used in Short Stories; Coordinators, and Prepositions| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 7 days| 1. Analyze the distinct qualities of the 20t h century British-American short stories. 2. Explain why and how the themes in narratives are still prevalent in the literature of all cultures and important to people of today. 3. Express emotional reaction to what was presented in the short story read. 4. Read, comprehend, discuss and interpret British- American short stories highlighting their culture, beliefs and societies. 5. Write expressively using original ideas, reflections and observations. 6. Clarify meaning to reflect understanding, interpretation, application and evaluation of content, processes and experiences. 7. Analyze the correct forms and functions of relative pronouns and relative clauses. 8. Write an extended dialogue or additional action for a short story.| Culture and Values of the 20th Century American- British Short StoriesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. HenryLanguage Focus:Relative Pronouns and ClausesSubordinators Other stories:The TroutQualityLocomotiveThe Hack Dri ver| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| ConnectedValues:Students are encouraged to count their blessings and share what they have. ConnectedBible:James 1:9(â€Å"The Doll’s House†- The story shows social discrimination. But through this verse, students will learn and be reminded of treating people equally whether they are of the higher or lower class.) ConnectedBible:Acts 20:35In all things I have shown you that by working hard in this way we must help the weak and remember the words of the Lord Jesus, how he himself said, ‘It is more blessed to give than to receive.’† (Students will learn the importance of giving, thus, when they give, it should be heartily.)| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessionsResearch on the background of the short storiesExercises on relative pronouns/clausesExchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComposition WritingJournals/ ReflectionsVenn Diagramming to show comparisons and contrasts of the characteristics of short stories of the old and the 20th century short stories| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Write a short story with a well-developed organizational structure, sequence of events and details. 2. Trace changes in a character and describe how these affect the plot. 3. Make meaning of the main incidents of a plot, their causes, how they influence future actions and how they are resolved. 4. Make meaning of the literary devices and techniques to be employed in one’s short story. 5. Use technology in the preparation and writing of a short story. 6. Use appropriate tenses of verbs in highlighting actions and observations. 7. Use correct tenses effectively in a short story. 8. Use a variety of cohesive devices to make the flow of thought smooth and effortless in a short story. 9. Analyze, critique and construct meaning of a short story. 10. Evaluate own and others’ short story. | WRITING A SHORT STORY USING THE NARRATIVE ELEMENTS AND DEVICESLanguage Focus:Simple Past vs. Past Perfect tensePresent Perfect tense Future Perfect TenseDirect DiscourseThe Cask of Amonti llado by Edgar Allan Poe| Short Story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting and critiquing a short story in accordance with the thoughts and message of the author Constructing sentences with the correct use of tensesAssessing own and others’ work using set of rubrics| ConnectedBible:Romans 12:19(The cask of Amontillado includes a character who plans to take revenge on another character and eventually put him to death. This verse will help and encourage students to know that the vengeance is the Lord’s only.)ConnectedComputer:The use of technology in the preparation and writing of a short story| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story read| Writing a Short StoryShort Story Presentation (P roject)Quiz on the Perfect Tenses and Direct Discourse| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| SECOND GRADING (DRAMA)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Explain the different features, elements and historical development of British-American drama. 2. Examine the features, elements of and historical development of British-American drama. 3. Express feelings and traits about a play through varied activities. 4. Exhibit competencies in doing technical research writing. 5. Compare and contrast features and elements of British and American dramas. 6. Identify and assess the elements, features and historical development of British-American drama using appropriate modals. 7. Infer character traits through a film showing. 8. Relate drama themes to real life experiences. 9. Reflect on the moods and tones of the character| ELEMENTS, FEATURES, AND HISTORICAL DEVELOPMENT OF BRITISH AND AMERICAN DRAMASSteps in Technical Research WritingLanguage Focus:ModalsRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned dramaComparing and Contrasting features and elements of dramaInferring character traits| ConnectedHistory:Highlighting the origin/ the historical development of British and American DramasConnectedBible:1 Corinthians 13(The story contains a theme about love which ended tragically. On the other hand, students will be reminded of the real meaning of love through this verse. Thus, prevent them from doing the wrong things for love. ConnectedTechnology:The use of internet as a source for the research report and for printing it out in an MS Word format| Discussion on the steps of mak ing a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| A Research Report on a Drama chosenQuizzes (Modals, Types of Discourse) Role PlayCompare and Contrast features and elements of drama| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Make meaning of the dialogues used in the British-American drama. 2. Describe dialogues and other distinctive features of British- American drama. 3. Demonstrate a clear distinction among dominant themes and story lines in British-American drama 4. Make a clear and interesting explanation about British and American people and their literary heritage. 5. Exhibit knowledge in performing an aside. 6. Assess own performance of an aside. 7. Examine the feelings conveyed by the dialogue 8. Empathize with the roles performed in the play. 9. Recognize the value of dialogue and other distinctive features of the British-American drama. | DIALOGUE AND OTHER DISTINCTIVE FEATURES OF BRITISH- AMERICAN DRAMAThe Nature of DialoguesStyle used by Playwrights in Writing DialoguesOther Distinctive Features of British-American DramaHamlet by William ShakespeareLanguage Focus:Words and Phrasal Modifiers| Writing DialoguesMaking-meaning of the dialogues as used in British-American DramaAssessing own and others’ performance| ConnectedValues:Students will learn the value of forgiveness after they read the story â€Å"Hamlet†; They will also learn the value of one’s life.| Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| Oral RecitationsQuiz on Phrasal ModifiersOutput: ASIDE PerformancePeer Evaluation on the ASIDE performed| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 6 days| 1. Explain how characterization, plot structure, and lines are enhanced by dramatic conventions. 2. Describe how various dramatic conventions such as masks, chants, indigenous music, and authentic materials enliven the performance of a dramatic monologue. 3. Critic drama conventions and stage directions drills. 4. Translate drama themes and character description to conventions and delivery of lines. 5. Use subordinators and clause modifiers correctly. 6. Recognize the value of conventions and stage directions in enriching the content of British-American drama.| DRAMATIC CONVENTIONS AND MECHANICS OF STAGE DIRECTIONS OF BRITISH-AMERICAN DRAMAThe Merchant of Venice by William ShakespeareLanguage Focus:SubordinationClause Modifiers| Writing an original scriptWriting sentences using appropriate subordinators and clause modifiersActing/ role-playing | ConnectedArts:Students apply skills and creativity in stage design (e.g. backdrops, lighting, props, costume) | Exercises on Clause Modifier sDiscussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Quiz on Subordinators and Clause modifiersOral RecitationScript writingPeer Evaluation on the ScriptOutput: Critical Analysis of a Stage Play| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 3 days| 1. Perform a drama presentation highlighting its mechanics. 2. Explain relevance of drama and culture. 3. Exhibit one’s skills in acting through role play presentations. 4. Share personal experiences relating to the play’s theme.| THE BRITISH-AMERICAN DRAMAShakespearean Plays| Recognizing errors and flaws through drama rehearsalsSharing personal experiences relating to the theme of the play| ConnectedSocial Studies:The relevance of drama and culture (Describe the culture from which the play was originated.)| Sharing of insights on British and American DramaDrama RehearsalsFinal Drama Presentation| Oral RecitationOutput: Drama Presentation | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. The Holy Bible| THIRD GRADING (POETRY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Acquire functional knowledge on the elements and features of British-American poetry 2. Identify features and elements of British-American poetry which are regarded as universal 3. Take note of the unique culture, belief and society highlighted in British-American poetry 4. Relate well with the significant human experiences reflected in British-American poems 5. Draw out similarities and differences between British- American and Philippine poetry 6. Use literary devices in writing poems 7. Make use of adjectives and adjective clauses in poetry 8. Exhibit proficient use of adjectives and adjective clauses in writing an analysis of an epic 9. Produce a well-written analysis of an epic| STRUCTURE AND FORM OF ANGLO – SAXON EPICUnique Culture, Belief and Society Highlighted in British-American PoetryDifferences between British-American and Philippine Poetic PiecesLiter ary Devices Used in British-American Lyric PoetryAnalysis of an Epic:The Story of BeowulfLanguage Focus:Adjective and Adjective Clauses| Reporting on the Elements of Poetry, Characteristics of EpicDifferentiating British-American and Philippine Poetic piecesAnalyzing an EpicInterpreting or analyzing an epic through identifying its elementsWriting sentences with appropriate adjectives and adjective clauses| ConnectedHistory:The study of the culture, belief and society which are highlighted in British-American PoetryConnectedValues:Students will be reminded of the qualities of a good leader after reading the story of Beowulf who led his men and saved them from the hands of the enemy| Reporting on the Elements of Poetry, Characteristics of EpicInterpreting or analyzing an epic through identifying its elementsInteractive discussion on Adjectives and Adjective ClausesReading, then sharing of thoughts, lessons and ideas learned from the story’s themeExercises on Adjectives and Adje ctive Clauses| Analysis of an Epic Poem (Output)Quiz on Adjective and Adjective clausesWriting Activity using appropriate adjective clauses| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013) Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Single out dominant themes and features in British-American Poetry 2. Determine the impact of figurative language on evaluating ideas, information and experiences contained in lyric poems. 3. Distinguish Shakespearean from Spenserian sonnet 4. Gather sufficient details on the role of imagery, rhythm, and literary devices in the development of British – American Poetry 5. Relate well with the significant human experiences covered in various lyric poems 6. Recognize language features in Lyric Poetry 7. Use transitional devices highlighting comparison and contrast in writing lyric poems and in the production of the lyric poem analysis 8. Exhibit proficient use of comparison and contrast transitional markers in writing poems 9. Produce a well-written analysis of a lyric poem.| MEANINGFUL PERCEPTIONS IN BRITISH- AMERICAN LYRIC POETRYThemes and FeaturesFigurative LanguageShakespearean and Spenserian SonnetsRole of Imagery, Rhythm, and Literary Devices in British-American PoetryAn alysis of a Lyric Poem: A Song to Celia by Ben JonsonLanguage Focus:Transitional Devices Highlighting Comparison and Contrast| Interpreting Shakespearean and Spenserian SonnetsRecognizing the roles of the elements and features of a lyric poetryComparing and contrasting using transitional devicesAnalyzing a Lyric Poem| ConnectedMusic:Singing out the lyrics of a song while bearing in mind the meaning and content of the songConnectedValues:Through the poems, learners will be able to learn different values and lessons highlighted.| Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Quiz on Figurative Languages/ transitional devicesWriting a Lyric Poem (a song)Output: Analysis of a Lyric Poem | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Expound on the interdependence of the elements and features of British-American poetry 2. Consider the dominant themes and emotional appeal of most British-American poems 3. Deepen and transfer significant human experiences reflected in various English-American poems 4. Enrich poem’s quality through the use of shape words and unique syntax 5. Produce a poem for Poetry slam 6. Follow the correct placement of modifiers to capture the images in poems 7. Conform with and execute well the instructions in performing a poetry slam 8. Record the quality of performance during the presentation of poetry slam| ELEMENTS AND FEATURES OF POETRY/ POETRY SLAMThemes & Varieties of Emotions in British-American PoetryLiterary Devices Considered by British-American PoetsPoetry SlamSample Poems:Little Lamb/ The Tiger by William BlakeLullaby by Louisa May AlcottOne Morning by Paul Kekal Manansala (Filipino)How Do I Love Thee? By Elizabeth Barrett BrowningPoems by Emily DickinsonLanguage Focus:Mi splaced and Dangling Modifiers| Performing a poetry slamCreating a rap rendition of a poemInterpreting a poem through narrowing down its elementsCorrecting misplaced and dangling modifiers in sentencesProducing own poem to be used for the poetry slam| ConnectedMusic:The use of rhythm and beat in delivering a rap/ performing a poetry slamConnectedValues:(Values highlighted in each poem will be discussed and/or identified)| Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Poetry WritingQuiz on Misplaced and Dangling Modifiers Output: Slam PoetryPeer Evaluation on Poetry Slam| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Educatio n)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| FOURTH GRADING (ESSAY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 5 days| 1. Explain the different forms, structure, language, appeal, functions and standards of advertisements. 2. Examine the different forms, structure, language, appeal, functions and standards of advertisements. 3. Express feelings towards advertisements through varied activities 4. Exhibit competencies in creating a convincing and quality advertisement. 5. Compare and contrast forms and structure of advertisements. 6. Relate advertisements to real life experiences.| BASIC FORMS AND STRUCTURE OF ADVERTISEMENTSForms, Structure, Language, Appeal, Functions and Standards of AdvertisementsLanguage Focus:Logical Fallacies Through S-V Agreement (Indefinite Pronouns as Subjects)Sample: Love is a Fallacy by Max Shulman| Comparing and contrasting forms and structures of advertisementsIdentifying errors through subject-verb agreementCreating a convincing and quality advertisement| Connec tedLogic:Learning about logical fallacies through S-V agreementConnectedBible:â€Å"Love† 1Cor 13:4(Learners will bear in mind the real meaning of love, not the fake one.)| Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Quiz on Subject and Verb AgreementProduce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement made| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Explain the distinct form, content, parts, tone and style of an open letter 2. Express feelings and traits about a an open letter through varied activities 3. Exhibit competencies in writing an open letter. 4. Compare and contrast features and elements of an open letter to other forms of essays. 5. Identify and assess connectors for cause-effect /problem-solution relationship 6. Use transitional markers in writing an open letter.| BASIC FORMS AND STYLES OF OPEN LETTERDistinct Form, Content, Parts, Tone and Style of an Open LetterLanguage Focus:Connectors for Cause-Effect/ Problem-Solution RelationshipTransitional markers Samples:Open Letter from Sami Yusuf to Yvonne RidleyOpen Letter to Pope Benedict XVI, etc.| Comparing and Contrasting features and elements of an open letter to other forms of essaysAssessing and/or identifying connectors for cause-effect relationshipWriting an Open LetterProofreading own and peer’s workWriting a reflection based on the results of a survey| ConnectedSocial Studies:Social issues like politics, etc. are being focused in the reading and making of the open letterNestedTechnology/ Internet:The use of a social networking site to gather answers for a short survey question about the importance of making oneself competent| Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionMaking a short survey on the question: â€Å"How important is making yourself competent in persuading others about your thoughts and feelings?† using an account in any social networking siteGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teach ing Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Write a persuasive essay. 2. Use parallel and balanced sentence structures in oral and written communication. 3. Explain argument made in persuasive essay. 4. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| THE BASICS OF WRITING A PERSUASIVE ESSAYLanguage Focus:Sentence StructuresDirect and Indirect SpeechSamples Essays:Of Studies by Francis BaconSelf-Reliance by Ralph Waldo Emerson| Writing a Persuasive EssayGiving examples of direct and indirect discourseIdentifying sentence structures correctly| ConnectedValues:The value of studies as highlighted in the essayConnectedBible:â€Å"Trusting Oneself†If God be for us, who can be against us. -Romans 8:31/Trust in the LORD with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight. Proverbs 4:5(These are just some of the verses which would relate much to the essay â€Å"Self-reliance†. | Discussion on writing a Persuasive Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Quiz on Sentence Structures and Direct and Indirect SpeechWriting a Persuasive EssayOutput: Presentation on Persuasive Essay Peer Evaluation on Persuasive Essay| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Co mposition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| First Grading Period Time Frame| Specific Objectives| Content Topic| Skills | Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use appropriately coordinators and prepositions in writing. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story creates a meaningful short story. 4. Write an essay analyzing the elements of a story and the literary devices employed by the author.| Elements (and Literary Devices used) of Short StoryCoordinatorsPrepositionsThe Pardoner’s Tale by Geoffrey Chaucer| Essay writing on analysis of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story in accordance with the thoughts and message of the author | Bible: Students are encouraged to learn the importance of money in their lives. 1 Timothy 6:10History: Historical background of the author and the story of The Pardoner’s TaleSocial Studies: Highlighting of th e beliefs, culture, and societies on the literature read| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesInnovative Strategy: Story map (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading session| Essay writingQuiz on the Elements and Literary Devices used in Short Stories, Coordinators, and Prepositions| | | 1. Analyze the distinct qualities of the 20th century British-American short stories. 2. Write an extended dialogue or additional action for a short story. 3. Analyze the correct forms and functions of relative pronouns and relative clauses.| The Culture and Values of the 20th British & American Short StoriesRelative Pronouns/ClausesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. Henry| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| Bible: Students are encouraged to share what they have. Technology: The dialogue must be written in MS Word format.History: Facts on Magi will be discussed and the background of the authors.| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessio nsResearch on the background of the short storiesExercises on relative pronouns/clausesInnovative Strategy: Exchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComparing and Contrasting characteristics of the short stories of the old and the 20th century short storiesPeer editing of the dialogue| | | 1. Write a rich, creative, and insightful short story based on personal reflections, observations, and experiences. 2. Write a short story with a well-developed organizational structure, sequence of events and details. 3. Elaborate ideas through the use of sensory details, vivid words, and figurative language to help readers clearly visualize events in the story. 4. Use appropriate tenses in narrating events.| Narrative Elements Used in Writing a Short StoryThe Present Perfect TenseThe Past Perfect TenseThe Future Perfect TenseThe Cask of Amontillado by Edgar Allan Poe| Short story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting a short story in accordance with the thoughts and message of the author | Technology: The short story must be written in MS Word format.Bible: Students are encouraged to know that the vengeance is the Lord’s only. Romans 12:19Arts/Techn ology: They will view images and describe them using figurative language.History: Background of the author Edgar Allan Poe and his work| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story readInnovative Strategy: Dramatic Reporting (aside from discussing perfect tenses, students are to act out examples of perfect tenses for better understanding)| Writing a Short StoryShort Story Presentation (Project)Quiz on the Perfect Tenses| | Second Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Research on the historical background of a certain drama. 2. Create a research report on a certain drama. 3. Use modals correctly in writing sentences.| Elements, Features, and Historical Development of British and American DramasModalsTypes of DiscourseRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned drama| Bible: Students are encouraged to value true love. 1 Corinthians 13History: Background information of William Shakespeare and his works/history of dramaTechnology: The research report must be written in MS Word Format| Discussion on the steps of making a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| Research ReportPeer Evaluation on the Research ReportQuiz on ModalsPresentation of Research Re ports| | | 1. Perform an ASIDE. 2. Analyze the importance of the ASDIE, soliloquy, and monologues on the play.| Dialogue and other Distinctive Features of British-American DramaWord and Phrase ModifiersHamlet by William Shakespeare| | | Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| ASIDE PerformancePeer Evaluation on the ASIDE performed| | | 1. Write a script for the stage. 2. Apply the conventions of stage direction. 3. Analyze the devices and dramatic conventions used in a play.| Dramatic Conventions and Mechanics of Stage Direction of British-American DramaThe Merchant of Venice by William Shakespeare| | | Discussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Script writingPeer Evaluation on the ScriptCritical Analysis of a Stage Play| | | 5. Perform a drama presentation. 6. Explain relevance of drama and culture.| The British-American Drama| | | Sharing of insights on British and American DramaRehearsal for Drama| Drama Presentation (Project)| | Third Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/ Techniques| Evaluation| References| | 1. Write an analysis for an epic poem. 2. Explain the characteristics of an epic poem. 3. Write a narrative or epic poem using the learned features and elements. 4. Use appropriate adjectives and adjective clauses in writing a poem or in oral and written communication.| Structure and Form of an Anglo-Saxon EpicAdjectivesThe Story of Beowulf| | | Reporting on the Elements of Poetry, Characteristics of EpicDiscussion on the Elements of Poetry, Characteristics of Epic, and Adjectives and Adjective ClausesReading SessionSharing of thoughts and lessons learned from The Story of BeowulfExercises on Adjectives and Adjective Clauses| Analysis of an Epic Poem (Project)Writing a Narrative or Epic PoemQuiz on Adjectives and Adjective Clauses| | | 1. Write an analysis for a lyric poem. 2. Write a lyric poem. 3. Use transitional devices in writing a lyric poem or in oral and written communication.| Literary Devices Used in a Lyric PoemTransitional devicesA Song to Celia by Ben Jonson | | | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Analysis of a Lyric Poem (Project)Writing a Lyric Poem| | | 1. Perform slam poetry in a group. 2. Use and place correctly modifiers in writing a poem or in oral and written communication. 3. Write an original poem.| Elements and other Features of PoetryMisplaced and Dangling ModifiersRichard Cory by Edward Arlington RobinsonThe Lamb/The Tyger by William BlakeHow Do I Love Thee? by Elizabeth Barrett BrowningO Captain! My Captain! by Walt WhitmanPoems of Emily DickinsonStopping by Woods on a Snowy Evening by Robert Frost| | | Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Slam Poetry (Project) Poetry WritingPeer Evaluation on Poetry SlamQuiz on Misplaced and Dangling Modifiers| | Fourth Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use subject and verb agreement appropriately in oral and written communication. 2. Create an advertisement. 3. Explain one’s value and purpose of the advertisement made.| Form, Structure, and Functions of a Quality AdvertisementAgreement between Subject and VerbOf Studies by Francis Bacon| | | Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Produce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement madeQuiz on Subject and Verb Agreement| | | 1. Write an open letter. 2. Use appropriate transitional markers in writing an open letter or in oral and written communication to deliver the correct message to the audience. 3. Evaluate evidences and reasons critically to prepare a fair open letter.| Form, Style, and Parts of an Open LetterTransition markersSelf-Reliance by Ralph Waldo Emerson| | | Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| | | 5. Write a persuasive essay. 6. Use parallel and balanced sentence structures in oral and written communication. 7. Explain argument made in persuasive essay. 8. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| The Basics of Writing a Persuasive EssaySentence StructuresDirect and Indirect Speech| | | Discussion on writing a Persuasiv e Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Writing a Persuasive EssayQuiz on Sentence Structures and Direct and Indirect SpeechPresentation on Persuasive Essay (Project)Peer Evaluation on Persuasive Essay| |

Death of the salesman Assignment Example | Topics and Well Written Essays - 500 words

Death of the salesman - Assignment Example He manifested an inability to maintain a 9-to-5 job to support his life and to meet the high expectations of Loman. On the other hand, Happy has a steady job but keeps on playing around with girls and has not gone far in business. The two brothers only came back home to visit their parents and stayed in the bedroom where they used to share as boys. Restlessness and troubled thoughts preoccupied Willy when he returned home from an aborted sales trip. His wife, Linda, noticed Willy’s difficulties and urged him to speak to his boss and request a position that would not require travelling. Willy recalled the times when he was still a young father full of vitality, had an optimistic business outlook, and dreamed of success. Likewise, he also reminisced on his brother Ben, who left for Africa to mine diamonds and became financially successful. Happy and Biff found Willy’s behavior erratic and asked their mother about things that bothered Willy. The two brothers learned that Willy has lost his salary and worked only on commission. Linda also told the brothers that Willy tried to kill himself. Learning these, Biff came to a realization that he had to change his life and find a decent job to help his parents. The next day, Willy has been upset of knowing that he has been fired from job. His neighbor Charlie offered him a job but he refused to accept it because of pride and instead, borrowed money from Charlie to pay for the bills and insurance premium. In a restaurant, Willy met his sons and end up shouting because of Biff’s constant failure and Willy’s verbalization of the loss of job. The two sons left Willy who became tormented again with fragmented thoughts. Back at home, Linda argued with her sons why they left Willy but Biff broke down with anger due to Willy’s suicide attempts. Willy reflected that to manifest love, he decided to commit suicide so that his life insurance policy would provide

Theoretical Bases of Nursing Essay Example | Topics and Well Written Essays - 2500 words

Theoretical Bases of Nursing - Essay Example Therefore, it is the requirement of acceptable theories to be flexible and dynamic enough to keep pace with the growth and changes in the discipline in clinical practice (Barnum, 1998. 15-37). Nursing is now considered to be a discipline of knowledge that includes an array of facts, concepts, and approaches to inquiry. The discipline of nursing is acknowledged also to be a community of scholars that includes nurses in all places where nursing takes place, and this is indeed scholarship in the sense that it shares commitment to values, concepts, and processes to guide the thought and work of the discipline. Consistent with thinking of nursing scholars about the discipline of nursing, is the idea that it needs nursing theories more than anything else. Moreover, professional clinical nursing today is just scholarship due to the fact that nursing works, now, on a unique and vast knowledge base that has matured through phases of development. Nursing as a professional practice science that is dedicated to the problem solving for human health issues, calls for scholars who are accountable for understanding these theories and conceptual frameworks to be able to utilize them in gu iding practice, research, education, and regulation (Chinn & Kramer, 1995, 27-48). Boyer's analysis of schol... Teaching, in his opinion is not simply a matter of dissemination and transmission of knowledge, but a form of scholarship. Therefore, it would involve transformation and extension of knowledge through the process of critical debates and an insistent examination, investigation, and challenge of both content and pedagogy. His assertion, that this could involve analysis of "various kinds of academic work, while also acknowledging" their dynamic interactions in order to form an independent whole would enable one to look at nursing scholarship in a broader context, allowing it to be seen and perceived as an interrelated whole with distinctive components that opens avenues for a varied approach to knowing (Boyer, 1996, 1-6). Boyer is one of the pioneers in the recent times, who assigned a meaning to scholarship, and proposed that there are four different categories of scholarship. The most familiar of them is the scholarship of discovery which is very intimately associated with original research. As expected, this form of scholarship would call for deeper comprehension of research processes and intense involvement with activities emanating from that comprehension. According to Boyer, there are four different categories of scholarship. The first and the foremost area of scholarship is that of discovery. The scholarship of discovery is intimately related to original research, and this demands activities that enhance a deeper understanding of the methodical aspects of the research processes. The deeper understanding of the research processes would tend to answer the discipline's pressing questions. This specific category calls for standards, significance of the research,

Critically evaluate a UK based company of your choice in relation to Essay

Critically evaluate a UK based company of your choice in relation to how successful they are at social marketing - Essay Example price, product, promotion and place. Various strategic models, tools and concepts are made to enhance the effectiveness of overall strategic formulation. This paper will attempt to discuss about social marketing followed by an UK based company and how its social marketing has contributed to the success of the company. The Marks & Spencer is UK based company that has been selected for this report. At first, this essay will present a brief introduction of the Marks & Spencer followed by the discussion on social marketing strategy of the company. The next section will discuss about the competitors’ move in respect of social marketing comparing the Marks & Spencer. Finally, proper recommendations will be provided in order to bring improvement in social marketing strategy for obtaining term sustainable competitive advantage. ‘Social marketing’ is a concept that concentrates on communicational and promotional aspect of marketing. As per the Social Marketing Institute, â€Å"social marketing is the planning and implementation of programs designed to bring about social change using concepts from commercial marketing† (Social Marketing Institute, â€Å"Social Marketing†). According to Kotler Roberto and Lee, â€Å"social marketing is the use of the marketing principles band techniques to influence the target audience to voluntarily accept, reject, modify, or abandon a behavior for the benefit of individual, groups or society as a whole† (Kotler Roberto and Lee, p.5). Social marketing is meant to bring social changes to its targeted groups. Social marketing can be used to achieve profit making or non-profit making organizational goals. The social marketing is basically customer, client or audience centered. Therefore, for successful social marketing, it is very necessary to identify the appropriate and potential group and to develop proper communication for increasing the effectiveness. For planning and

Science of Sustainability Essay Example | Topics and Well Written Essays - 1750 words

Science of Sustainability - Essay Example Societies in the past have completely deprived themselves of natural resources they needed to survive, such as deforesting islands (Diamond 93), and with the human population topping 7 billion people, we need to ensure that we sustain the natural resources we need to survive. Question 2: The difference between short-term sustainable development, for instance, attempting to develop sustainably for 100 years, and long term sustainable development which can work forever, is the understanding of the fact that some resources are truly finite, and will not realistically be replenished (short of looking at the earth on geological time scales). The best examples of this are probably oil and coal. If one talks about the century from 1900 to 2000, oil was used in a sustainable way – it did not run out during that period. However, that does not mean that the use was truly sustainable: it could not be kept up for another 100 years. Coal is in a similar situation at the moment, with many p eople predicting it could last anywhere from another hundred to four hundred years (Energy Watch Group). This lulls us into a sense of security regarding these resources. The problem, however, is that this is not truly sustainable. The only things that are truly sustainable are those that are consumed at the same rate as the earth produces them or slightly slower – and things like coal and oil will never fit this description. True, long-term sustainability must come from renewability, while short-term sustainability can come from almost any resource, depending on the time frame. Question 3: Many things can be done at a variety of levels in order to promote sustainability. In some ways, all of this comes down to personal choices – if everyone on earth lived in a sustainable way, the human population would be sustainable. On the individual level, the easiest things to do are conserve, reuse and recycle. However, it is important at every level to interact with the levels above you, so for an individual it is also important to combine with your community to promote sustainable lifestyles, engage with politicians and so on. I believe that communities have a role in creating sustainability especially through food production and coming together to support local agriculture. In the upper echelons, the state, federal, and international levels, much of sustainability comes down to money and willingness to use it in the right ways: giving tax breaks to companies that function sustainably or develop techniques to others who do so while taxing and regulating industries that fail to. Governments also need to fund research and development into sustainable technologies and fuels. Question 4: Human innovation has done a great deal to increase human standard of living in a variety of ways. Large-scale food production and transportation networks have let to more nutritional availability (though some people refuse to use this, while others abuse it and overeat). Med icine and information technology have especially led to improved standards of living – only a couple of hundred of years ago people died

Contemporary Developments in Employment Relations Coursework

Contemporary Developments in Employment Relations - Coursework Example Labour demand on the other hand, consists of the employers who have a need for work to be done, and who offer compensation for this work to employees who undertake it (ONS 2014). In normal market operations, the market wage in this case would be determined by the intersection between labour demand and labour supply or the equilibrium. However, the government intervenes to control wages thus setting minimum wages below which they are not legally acceptable. The employed are those who are actively engaged in work and comprised 72.7% of the labour force in March 2014 while the unemployed are those not actively engaged in work but are willing and able to work and are actively engaged in search for a job and are of the required age and the unemployment rate for the same period was 6.8% (ONS, 2014). By December 2013, there were 5.5 million people working in the public sector comprising 18.2% of those in employment representing a fall of 159, 000million workers between September and Decembe r 2013. The top three employers included National Health Services (NHS), education and public administration. In order to function properly, the labour market needs to be regulated and this is done through the employment law. These regulations include: national minimum wage; working time; maternity/paternity leave; health and safety; race and/or sex discrimination; information and consultation but for the sake of this paper we will discuss the national minimum wage and working time. According to the Organization of Economic Cooperation and Development (OECD) rankings, the UK has the least regulated labour market just next to U.S and Canada. However, the industry is more regulated than in the 1960s when collective employment rights ad use of trade unions in bargaining terms and conditions was the norm. Employment contracts were unheard of, working time was deregulated, minimum wage restricted to a limited number of

Relationships between soldiers in The Thin Red Line (1998, Malick) Essay

Relationships between soldiers in The Thin Red Line (1998, Malick) - Essay Example This war movie consists of both cruelties and kindness. The first level of kindness that this takes place is with regards to the brotherly relations that are evident between the men of the company and platoon. On a second level, the relationships within the movie are related to the viewer with regards to the means by which father-son elements unfold also represent bright side of humanity. On the other side of spectrum we face tensions between people that result into conflicts in the movie. When seeking to understand these relationships within the context of the film, the following analysis will attempt to draw a level of focus upon the brother-brother, father-son, and exemplification of tensions between the men as they are exhibited by the actions that take place. As such, this particular analysis will seek to understand whether or not a familial level of relationships exist within the film, the type and definition of these familial relationships and some of the causal factors that h elp to encourage and develop these features. Firstly, with regards to the brother-brother relationships that are exhibited within the film, the viewer can see direct evidence of this to the type of behavior that is exhibited during their leave. Even though it may be assumed that the brotherly relations would most be exemplified during the combat scenes of the film, this is not necessarily the case. Rather, the dynamics of brotherly relations between the battle-weary men is most exhibited with regards to how the men spend their free time once they are on leave or before and after the combat. After weeks of stress and integrating with the deaths of their comrades within gruesome battles, the men settle into an uneasy, still stressful, rest that is only punctuated and made uniform by the level to which these men appreciate their own camaraderie and seek to make a communal sense of their current lives. The Narrator says the following about Witt’s realization of friendship:  "he feels the mysterious quality of deep, manly friendship which can exist between men who share the pain and death, the fear and sadness of combat—the happiness, too† (02:40). This of course helps to underscore the understanding of how the men involved within the film are defined by the conflict they are in. If such hardships did not exist within Guadalcanal, it is unlikely that the brotherly relationship exhibited during leave would have ever developed at all. Hardships bring people together, since they are fighting together for one cause against one evil enemy. Likewise, the father-son relationship that exists within the film is most adequately exposed by how Captain Staros interacts with the company commander. Captain Staros, a father figure for the men under his command, takes his role as guardian and protector of his men’s lives very seriously. Therefore, he takes full responsibility for all of the members of his platoon. Although his responsibility as an o fficer also includes implementing the orders of the officers above him, this primary motive to provide for the safety and wellbeing of the men under his command serves as something of a guiding precept by which Staros defines his role as captain. Staros right before the leave home has a warm and memorable talk with some members of his platoon. He says, â€Å"

A Dangerous Method Essay Example for Free

A Dangerous Method Essay David Cronenbergs latest film, A Dangerous Method, recounts the relationship between two psychiatry pioneers, Sigmund Freud and Carl Jung, in the early part of the 20th century. Michael Fassbender as Jung, Viggo Mortensen as Freud, and Keira Knightley as Jung’s patient and future psychoanalyst Sabina Spielrein. Its Jung around whom the story revolves, as a rising young intellect attempting to build on Freuds fledgling theories of psychoanalysis. In Cronenbergs version, we watch as their professional relationship evolves from student-teacher to one more like father-son, before eventually fracturing. Jung has a wife (Sarah Gadon) who spends most of the film either pregnant or lamenting that shes popped out yet another girl. It’s a stable, normal relationship, exactly the type of thing to send a driven man like Jung into the arms of another woman. He can’t help himself, and he has a willing and ready partner in Spielrein. Knightleys Spielrein is a patient of Jungs during this time. See more: Satirical elements in the adventure of Huckleberry Finn essay With Spielrein’s committal and therapy sessions with Jung, she states, â€Å"I’m vile, filthy, corrupt! †, after admitting she found her father’s sexual and physical abuse arousing. The complexity of the situation is demonstrated by her academic and personal development. After an unusual on-off affair with Jung, whose disagreements with Freud are presented simultaneously, But its her romantic relationship with her mentor, in addition to varied professional differences, that Cronenberg tells us is at the center of Jungs falling-out with Freud. There are reasons that doctors shouldn’t sleep with their patients, many of which surface during the course of Jung and Spielrein’s romance. As the relationship breaks down, things are further complicated by the fact that Spielrein is a psychiatric student herself, allowing her to analyze her doctor/lover right back. Spielrein eventually seeks out Freud to be her new analyst, which further poisons the Jung-Freud relationship. Sexuality issues portrayed in this film were the arousal from the beatings from her father and the affair that Spielrein was having with Jung. The beatings she first remembered started when she was four years old. Her father told her to go to this little room, then told her to take off her clothes, he then beat her. After the beating she then wet herself, and her father then beat her again for wetting. This excited her very much. After that every time she got sent to that room she got excited, then even more excited after her father beat her. She would instantly have to go masturbate after the beatings. After a little time it wasn’t just the beating that got her aroused, it was any kind of embarrassment. The more embarrassing the more excited she would become. One instance in the movie Spielrein dropped her coat on the ground, Jung picked it up and started hitting it with his cane to get the dirt off of it and she instantly needed to go back to her room because she was so excited that she needed to masturbate. The affair with Jung was of course inappropriate in many ways, but for Jung I saw it as a way to keep his life exciting. His wife always seemed to be pregnant and very low key and having the extra woman on the side kept him going. Not that it makes it okay, especially since it was clients that he was sleeping with. Even after Jung put a stop to the relationship with Spielrein, later when she came back to talk about her dissertation they then had another intimate encounter. The more Jung spoke with her, the more they explored her past with her father, and this gave Jung a better understanding of what things made her more aroused then others. At one point in the movie Spielrein is asked about her troubles sleeping at night. She explains that she feels like something is in bed with her and it felt slimy on her back. Jung then asked if she was naked, and her response was yes. He then asked if she was masturbating, and her response again was yes. This told him it wasn’t all her imagination it was also parts of her arousal while masturbating. I loved this film, I have now watched it three times. It shows how sometimes peoples pasts can really affect their daily life with something such as embarrassment, or being beaten as a child. It was very eye opening to me to see how easily Jung started sleeping with his clients, and how his wife just didn’t say much at all about the affairs. Almost like if she didn’t say anything then it didn’t make it real. The first time watching this movie I found myself on the edge of my seat, waiting to see what was going to happen next, and how they were going to deal with her outbursts and situations. I think this movie would be great for awareness, because it seemed so easy for them to go into a relationship, but really it is very wrong to become emotionally attached to a client, let alone sleep with them. I know this movie probably isn’t quite for everyone, but going into a human services field I think it would be a great movie to show in one of the many classes that regards to client and helper relationships. I found it intriguing and informational and I love building my knowledge when it comes to situations with helpers and clients.

Role of the Mother in Winnicotts Theories: An Analysis

Role of the Mother in Winnicotts Theories: An Analysis How was the role of the mother developed in Winnicott’s theories and what is the implication for the development of the child? Evaluate this contribution in relation to thinking today. Donald Winnicott (1896-1971) an English paediatrician and psychoanalyst had a great influence in describing the object-relations theory, focusing on individual relationship with the mother and mother’s role during the transition of developmental stages in the life of child. Winnicott builds his concepts on Klein’s suggestion that the quality of infants’ environment plays a major role in their development. The object-relation theory suggests that an instinctual need is achieved by the agent called the â€Å"object† of instinct, who is usually the closest person in child’s life: the mother. This theory majorly focuses on the tendency to develop a self in significant relations between individuals as a basis through which the individual develops. The â€Å"Object† in this object relationship theory is anything/anyone but oneself (Reber, 1995) the sense of self of a child is defined by the kind of a relationship that the child experiences with the object through His or Her love and affection (Mother) the object refers to a person than oneself. There is a determining and critical impact of the quality of attachments with the object and it does not just affect the development of a child but also the future relationships that the child has with others in the future. This development in the child is justified through the trustworthiness of messages communicated by the care giver. Love is considered as the main motivating force in human behaviour which also includes development of relationships (Reber, 1995). The balance among love and affection for another and the interest in, and love for self, are formed through emotional bonds between self and another individual/object. Winnicott (1965) postulates the idea of primary maternal preoccupation explaining that after giving birth the mother becomes so involved and sensitive to infant’s needs that everything else falls apart in a secondary role. Taking the stages of separation individuation to a high research level Winnicott studies the role of mother (caregiver) in the social development of the child. He emphasizes on the importance of the mother’s ability to intuitively understand the needs of the infant at each and every point through the entire process of individuation. The child gives out certain messages and cues; the mother decodes these messages and through the same provides the framework of the progress of the child and his progress towards a proper level of functioning as an individual. â€Å"A good enough mother† defines a scenario where the mother is providing a facilitating environment where the growth of a child happens. He has purposely not used the term â€Å"perfect† in his statement since he believes that only a machine delivers perfection and not a human, therefore Winnicott believes that a perfect mother is not a good enough mother. According to Winnicot, a good enough mother can identify the needs of the infant and is able to provide a good adaptation to needs. A good enough mother is one who facilitates imaginative elaboration of physical experience for an infant and allows the baby to be totally dependent on her. In case of impingements, the infant can feel â€Å"going on being† with the help of a good enough mother, who aids the development of a child in the transitional phases of life. Winnicott has described three major stages of development. These are the stages of Subjective omnipotence, Objective realty and final stage of independence. The zones between these stages are a transitional experience for the child and exactly at this time, the presence of a mother is crucial. The quality of the support received by the child during the transitions stage determines the future of the child. It can decide the positive functioning or the lack of it. For Winnicott, the mother plays an important role in the transitional experience as well as the stages of development. Subjective Omnipotence When the child is newly born, the mother takes care of the Child’s needs with complete indulgence, where she responds to the cries of a child almost immediately. This state is referred to as the stage of maternal preoccupancy. At such times, the mother keeps aside her own needs and requirements to insure that she meets the requirements of her infant. She almost instantly responds when the child cries for milk. As a result to this, the infant thinks that he will immediately receive food at the very moment that he requires it. This illusion of Magical control is a very good example of subjective omnipotence (Rodman, 2003). Winnicott’s theory states that the Mother’s Breast is seen as the object of love during initial few weeks after birth. It is perceived so as the Mother’s breast meets the needs of the child’s hunger. During this stage, the object is perceived by the infant as a part of self. Hence, a subjective agenda is developed by the infant with an illusion that the Breast is a part of the infant’s oneself. In the infant’s initial development of identity, the illusion of Being-at-one is the first step in the infant’s development of an identity. Here the role of the good enough mother is highlighted in the developmental process of the child (Winnicott, 1971). Object realty (Not Me/Other than me) Over a period of time, the child needs its independence; hence, the mother distances itself according to the needs of the child. The child is provided an illusion by the mother that the breast will appear only in stances of a demand made. Post this stage, she helps the child progress through removal of omnipotence thinking and starts the process of introducing the child to the social world as a separate entity. (Winnicott, 1971) The time lapse between the child’s demands and its fulfilment is increased by the mother over time. Winnicott refers to this as the failure of the mother to meet the child’s needs on the spot. At this level the child experiences 2 states, one that of an introduction to independence and the other being frustration to having wait. The good enough mother is called so since she will only fail so much so that the child is left unharmed but is successful in entering the stage of transition. To cope with the failure of the mother and the Child’s self frustrated rate, the child will react in the following manner: He will recognize that the lapses in time are limited. Awareness will be created in his mind regarding the sense of progress. Thumb sucking, which is an auto erotic simulation, will be engaged in by the child in the stage of transition. He will experience various psychological factors like memories, dreams, relieving previous experiences which can also be referr ed to as integration of the past, present and future. Mental activities will be developed which will assist in deterring the child at times of frustration. At this stage the child will start having awareness of separation from mother. The mother makes the infant realize that there is a world outside of oneself which does not necessarily respond to a wish but the object of reality also teaches him that the outside world may respond negatively at times. The child stays safe in the hands of the mother all this while and the mother ensures that the child is not overprotected during this time. If the mother, due to any reason, fails to assist the child at times of transition from this stage to the stage of independence, as an adult, the child will be superficially adjusted and would fail to be passionate and unique. The child is gently ignored by the mother so that he can reach the stage of independence and experience freedom and learn all while providing the child with a safe and secure environment. The Stage of Independence At this stage, the â€Å"never absolute† stage of final independence is achieved. An important distinction between pure independence and never absolute independence is necessary in an individual’s life to both depend on others and be dependent on others. Others company or a social circle is desired by an individual and feels the need for belongingness. A healthy Psyche does not support isolation or is not supported by isolation but in spite of that none of us is over dependent on each other. Ones the child grows to be an individual and is separated from the mother, the holding environment acts as a safe junction through which the child can start the process of exploring the world all whilst having the knowledge that he is being provided the protection and support by the mother. For a child’s healthy development, this kind of a holding environment is extremely necessary. The child’s cues are recognized and worked upon by the mother whilst recognizing what he needs of the child are in respect with the holding environment and adapts to it accordingly. The child is provided with an environment of protection and safety through which the infant can develop from a child to adulthood. The process is supported by an optimal environment which makes sense through the fact that the good enough mother tunes in with the child’s development needs intuitively all whilst adopting both, the environment and her hand in the development of the child, the rate of which is determined by the child. The good enough mothers knows exactly regarding gradual adjustment of distance between herself and the child that this process cannot be sudden since the child would develop feeling of insecurity and no trust in others. The good enough mothers is in tune with her child’s escalation towards an independent self and moves at the child’s pace rather than her own. If everything works well according to the child’s needs, he develops an ego and the differentiation process is continued until the child can perceive that the mother is an independent being with clarity. Winnicott’s concept of true self and false self suggests that the child’s true self growth and expression is facilitated by the good mother and helps the child to be spontaneous and creative (Rodman, 2003). The true self behaves spontaneously, develops on integrity and believes that the true self is not created. The false self is similar to a mask which is worn by a person in a society in compliance with its norms like being quiet in setting that require silence around, being respectful to elders and so on. The not good enough mother wears this mask while responding to the child and in return the child adapts it as his false self. New relationships are developed by the child as its false self adapting to the demands of the environment with compliance. The role of a mother in the development of a child is of high importance to decide the future identity of the child and whether it grows into a secure or insecure adult. The mother plays major role in the transition and developmental stages which is also known as the objective role. In our days the mother’ role plays the same significant importance in the development of the child; however the society and culture have shaped this role raising a multitude of demands on women. Many mothers engage in the desire of having a fulfilled career becoming less involved in the developmental stages of their children. Many children are too early placed in nurseries and day care centres as mothers return to work. Like Winnicott suggests, an absent mother will determine children to either grow up confused, non-passionate and psychologically affected individual’s or according to the rule of self development, will grow up to be individuals who have succeeded through self development. Another issue could be represented by the option of not nursing the infants in a natural way, but feeding them with formula milk. This fact could lead to the loss of bondage, security and love between mother and child. On the other side, technology and the multitude of equipments facilitate mothers’ ability to crate safe and stimulating settings for their children. The quality of early parental styles and the development of the child in relationship with others is associated with maternal attachment and is entirely responsible for the development of a child into a secure adult. References: Changing Minds, 2013. The good Enough Mother [online] available at: http://changingminds.org/disciplines/psychoanalysis/concepts/good-enough_mother.htm [Accessed on: 21nd April 2014] Phenomenological Psychology, 2009. Winnicott the â€Å"false self† and contemporary media celebrity. [Online] Available at: http://phenomenologicalpsychology.com/2009/05/winnicott-the-false-self-and-contemporary-media-celebrity/ [Accessed on: 22nd April 2014] Reber, A. (1995). Dictionary of psychology, (2nd ed.). London: Penguin books. Rodman, F. R (2003) Winnicott Biography: life and work. Cambridge, Persus Books. Winnicott, D (1965) The International Psycho-Analytical Library, 64:1-276. London: The Hogarth Press and the Institute of Psycho-Analysis. Winnicott, D (1971) Playing and reality. England: Penguin books. Winchester.ac.uk, 2011. Donald Winnicott’s contribution to understand children and parenting. [Online] available at: http://www2.winchester.ac.uk/edstudies/courses/level%20one%20sem%20one/es1204w7Winnicott.htm [Accessed on: 22nd April 2014]

Literature Survey on Hydrogen Separation Technique

Literature Survey on Hydrogen Separation Technique Literature review has been performed in order to identify recent publications on hydrogen separation methods, hydrogen solubility, materials and concepts in research institutes and laboratories. The aim of the performed literature survey was to monitor recent worldwide literature and find out whether some of the developed and reported solutions might possibly help to improve existing hydrogen separation concept in PDh system, enabling efficient complete separation of hydrogen from all unwanted hydrocarbons. Literature survey on hydrogen separation technique Basically there are four important methods applied to the separation of gases in the industry: absorption, adsorption, cryogenic and membranes. Pressure swing adsorption (PSA) is a gas purification process consisting of the removal of impurities on adsorbent beds. The usual adsorbents and gases adsorbed are molecular sieves for carbon monoxide, activated carbon for CO2, activated alumina or silica gel. Industrial PSA plants consist of up to 12 adsorbers and along with the number of valves required this makes the system rather complicated and complex. The PSA process is usually a repeating sequence of the following steps: adsorption at feed pressure, co-current depressurisation to intermediate pressure, counter-current depressurisation to atmospheric pressure usually starting at 10 % to 70 % of the feed pressure, counter-current purge with hydrogen enriched or product gas at ambient pressure, co-current pressure equalisation and finally, co-current pressurisation with feed or secondary process gas[1]. For hydrogen purification by PSA hydrogen purity is high but the amount of rejected hydrogen is also relatively high (10 †“ 35 %). It seems also that cryogenic technology might not be applicable for PDh process gas separation. Cooling down the mixture will finally end in a solid jet fuel and a gas phase. Handling the solid is more difficult when compared with liquid. During the survey it became evident that membrane technology is the most popular, used and still investigating for the improvement process for hydrogen separation therefore the focus of the study is mainly on this technique. The membrane separation process involves several elementary steps, which include the solution of hydrogen and its diffusion as atomic hydrogen through the membrane bulk material. Nowadays, membrane technologies are becoming more frequently used for separation of wide varying mixtures in the petrochemical related industries. According to Sutherland[2] it is estimated that bulk chemicals and petrochemicals applications represented about 40% of the membrane market in the whole chemicals industry or about $ 1.5 billions, growing over 5 % per year. Membrane gas separation is attractive because of its simplicity and low energy cost. The advantages of using membrane gas separation technologies could be summarized as following: Continuous and clean process, membranes do not require regeneration, unlike the adsorption or the absorption processes, which require regeneration step leading to the use of two solid beds or a solvent regeneration unit. Required filtration system is simple and inexpensive. Compared with conventional techniques, membranes can offer a simple, easy-to-operate, low-maintenance process. Membrane process is simple, generally carried out at atmospheric conditions which, besides being energy efficient, can be important for sensitive applications in pharmaceutical and food industry. The recovery of components from a main stream using membranes can be done without substantial additional energy costs. Membrane is defined essentially as a barrier, which separates two phases and restricts transport of various chemicals in a selective manner. A membrane can be homogenous or heterogeneous, symmetric or asymmetric in structure, solid or liquid; can carry a positive or negative charge or be neutral or bipolar. Transport through a membrane can be affected by convection or by diffusion of individual molecules, induced by an electric field or concentration, pressure or temperature gradient. It takes place when a driving force is applied to the components in the feed. In most of the membrane processes, the driving force is a pressure difference or a concentration (or activity) difference across the membrane. Another driving force in membrane separations is the electrical potential difference. This driving force only influences the transport of charged particles or molecules. The hydrogen separation factor is sometimes used to specify membrane quality. It is defined as following: where ni stands for moles of species i transferred through the membrane and ?pi stands for the partial pressure difference of species i through the membrane. The membrane thickness may vary from as small as 10 microns to few hundred micrometers. Basic types of membranes are presented in Figure 4. Membranes in petrochemical industry are mainly used for concentration, purification and fractionation however they may be coupled to a chemical reaction to shift the chemical equilibrium in a combination defined as a membrane reactor. Using a membrane is adding costs to any process, therefore in order to overcome the cost issue another advantages must overcome the added expenses like material with a very good separation factor, high flux, high quality membrane materials (stable during many months of operation). In a membrane separation reactor both organic and inorganic membranes can be used. Many industrial catalytic processes involve the combination of high temperature and chemically harsh environments favouring therefore inorganic membranes due to their thermal stability, resistance to organic solvents, chlorine and other chemicals. Some promising applications using inorganic membranes include certain dehydrogenation, hydrogenation and oxidation reactions like formation of butane from dehydrogenation of ethyl benzene, styrene production from dehydrogenation of ethyl benzene, dehydrogenation of ethane to ethane, oxidative coupling of methane etc. In membrane reactor two basic concepts can be distinguished as can be seen in Figure 5. reaction and separation combined in one reactor (catalytic membrane reactor) reaction and separation are not combined and the reactants are recycled along a membrane system (membrane recycle reactor) Catalytic membrane reactor concept is used especially with inorganic membranes (ceramics, metals) and polymeric membranes where the catalyst is coupled to the membrane. Membrane recycle reactor can be applied with any membrane process and type of membranes. Most of the chemical reactions need catalyst to enhance the reaction kinetics. The catalyst must be combined with the membrane system and various arrangements are possible, as can be seen in Figure 6. The advantage of the catalyst located inside the bore of the tube is simplicity in preparation and operation. When needed the catalyst could be easily replaced. In case of top layer filled with catalyst and membrane wall, the catalyst is immobilized onto the membrane. Palladium has been known to be a highly hydrogen permeable and selective material since the 19th century. The existing Pd-based membranes can be mainly classified into two types according to the structure of the membrane as (i) self-supporting Pd-based membranes and (ii) composite structures composed of thin Pd-based layers on porous materials. Most self-supporting Pd-based membranes are commercially available in the forms that are easily integrated into a separation setup. However these membranes are relatively thick (50 mm or more) and therefore the hydrogen flux through them is limited. Thick palladium membranes are expensive and rather suitable for use in large scale chemical production. For practical use it is necessary to develop separation units with reduced thickness of the layer. An additional problem is that in order to have adequate mechanical strength, relatively thick porous supports have to be used. In the last decade a significant research has been carried out to achie ve higher fluxes by depositing thin layers of Pd or Pd alloys on porous supports like ceramics or stainless steel. A submicron thick and defect-free palladium-silver (Pd-Ag) alloy membrane was fabricated on a supportive microsieve by using microfabrication technique and tested by Tong et al[4]. The technique also allowed production of a robust wafer-scale membrane module which could be easily inserted into a membrane holder to have gas-tight connections to outside. Fabricated membrane had a great potential for hydrogen purification and in application like dehydrogenation industry. One membrane module was investigated for a period of ca. 1000 hours during which the membrane experienced a change in gas type and its concentration as well as temperature cycling between 20 – 450  °C. The measured results showed no significant reduction in flux or selectivity, suggesting thus very good membrane stability. The authors carried out experiments with varying hydrogen concentration in the feed from 18 to 83 kPa at 450  °C to determine the steps limiting H2 transport rate. It is assumed that the fabricated membrane may be used as a membrane reactor for dehydrogenation reactions to synthesize high value products although its use may be limited due to high pressures of tens of bars. Schematic drawing of the hydrogen separation setup is presented in Figure 7. The membrane module was placed in a stainless steel holder installed in a temperature controlled oven to ensure isothermal operation. The H2/He feed (from 300 to 100 ml/mol) was preheated in spirals placed in the same oven. The setup was running automatically for 24 h/day and could handle 100 recipes without user intervention. Tucho et al.[5] performed microstructural studies of self-supported Pd / 23 wt. % Ag hydrogen separation membranes subjected to different heat treatments (300/400/450  °C for 4 days) and then tested for hydrogen permeation. It was noted that changes in permeability were dependent on the treatment atmosphere and temperature as well as membrane thickness. At higher temperatures significant grain growth was observed and stress relaxation occurred. Nam et al.[6] were able to fabricate a highly stable palladium alloy composite membrane for hydrogen separation on a porous stainless steel support by the vacuum electrodeposition and laminating procedure. The membrane was manufactured without microstructural change therefore it was possible to obtain both high performance (above 3 months of operation) and physical and morphological stability of the membrane. It was observed that the composite membrane had a capability to separate hydrogen from gas mixture with complete hydrogen selectivity and could be used to produce ultra-pure hydrogen for applications in membrane reactor. Tanaka et al.[7] aimed at the improved thermal stability of mesoporous Pd-YSZ-g-Al2O3 composite membrane. The improved thermal stability allowed operation at elevated temperature (> 500  °C for 200 hours). This was probably the result of improved fracture toughness of YSZ-g-Al2O3 layer and matching thermal expansion coefficient between palladium and YSZ. Kuraoka, Zhao and Yazawa[8] demonstrated that pore-filled palladium glass composite membranes for hydrogen separation prepared by electroless plating technique have both higher hydrogen permeance, and better mechanical properties than unsupported Pd films. The same technique was applied by Paglieri et al.[9] for plating a layer of Pd and then copper onto porous ?-substrate. Zahedi et al.[10] developed a thin palladium membrane by depositing Pd onto a tungsten oxide WO3 modified porous stainless steel disc and reported that permeability measureme nts at 723, 773 and 823 K showed high permeability and selectivity for hydrogen. The membrane was stable with regards to hydrogen for about 25 days. Certain effort has been performed for improving hydrothermal stability and application to hydrogen separation membranes at high temperatures. Igi et al.[11] prepared a hydrogen separation microporous membranes with enhanced hydrothermal stability at 500  °C under a steam pressure of 300 kPa. Co-doped silica sol solutions with varying Co composition (Co / (Si + Co) from 10 to 50 mol. %) were prepared and used for manufacturing the membranes. The membranes showed increased hydrothermal stability and high selectivity and permeability towards hydrogen when compared with pure silica membranes. The Co-doped silica membranes with a Co composition of 33 mol. % showed the highest selectivity for hydrogen, with a H2 permeance of 4.00 x 10-6 (m3 (STP) Ãâ€" (m Ãâ€" s Ãâ€" kPa)-1) and a H2/N2 permeance ratio of 730. It was observed that as the Co composition increased as high as 33 %, the activation energy of hydrogen permeation decreased and the H2 permeance increased. Additional increase in Co concentration resulted in increased H2 activation energy and decreased H2 permeance. Due to high permselectivity of Pd membranes, high purity of hydrogen can be obtained directly from hydrogen containing mixture at high temperatures without further purification providing if sufficient pressure gradient is applied. Therefore it is possible to integrate the reforming reaction and the separation step in a single unit. A membrane reformer system is simpler, more compact and more efficient than the conventional PSA system (Pressure Swing Adsorption) because stem reforming reaction of hydrocarbon fuels and hydrogen separation process take place in a single reactor simultaneously and without a separate shift converter and a purification system. Gepert et al.[12] have aimed at development of heat-integrated compact membrane reformer for d ecentralized hydrogen production and worked on composite ceramic capillaries (made of ?-Al2O3) coated with thin palladium membranes for production of CO-free hydrogen for PEM fuel cells by alcohol reforming. The membranes were tested for pure hydrogen and N2 as well as for synthetic reformate gas. The process steps comprised the evaporation and overheating of the water/alcohol feed, water gas shift combined with highly selective hydrogen separation. The authors have focused on the step concerned with the membrane separation of hydrogen from the reforming mixture and on the challenges and requirements of that process. The challenges encountered with the development of capillary Pd membranes were as following: long term temperature and pressure cycling stability in a reformate gas atmosphere, the ability to withstand frequent heating up and cooling down to room temperature, avoidance of the formation of pin-holes during operation and the integration of the membranes into reactor housi ng. It was observed that palladium membranes should not be operated at temperatures below 300  °C and pressures lower than 20 bar, while the upper operating range is between 500 and 900  °C. Alloying the membrane with copper and silver extend their operating temperature down to a room temperature. The introduction of silver into palladium membrane increases the lifetime, but also the costs when compared with copper. Detailed procedure of membrane manufacturing, integration into reformer unit and testing is described by the authors. Schematic of the concept of the integrated reformer is shown in Figure 8. The membrane was integrated in a metal tube embedded in electrically heated copper plates. Before entering the test tube, the gases were preheated to avoid local cooling of the membrane. Single gas measurements with pure N2 and H2 allowed the testing of the general performance of the membrane and the permselectivity for the respective gases to be reached. Synthetic reformate gas consisting of 75 % H2, 23.5 % CO2 and 1.5 % CO was used to get information about the performance. The membranes were tested between 370 – 450  °C and pressures up to 8 bar. The authors concluded that in general the membranes have shown good performance in terms of permeance and permselectivity including operation under reformate gas conditions. However, several problems were indicated concerning long-term stability under real reforming conditions, mainly related to structural nature (combination of different materials: ceramic, glaze, palladium resulted on incoherent potential for causing membrane failure). At operation times up to four weeks the continuous Pd layer remained essentially free from defects and pinholes. Han et al.[13] have developed a membrane separation module for a power equivalent of 10 kWel. A palladium membrane containing 40 wt. % copper and of 25 mm thickness was bonded into a metal frame. The separation module for a capacity of 10 Nm3 h-1 of hydrogen had a diameter of 10.8 cm and a length of 56 cm. Reformate fed to the modules contained 65 vol. % of hydrogen and the hydrogen recovery through the membrane was in the range of 75 %. Stable operation of the membrane separation was achieved for 750 pressure swing tests at 350  °C. The membrane separation device was integrated into a methanol fuel processor. Pientka et al.[14] have utilized a closed-cell polystyrene foam (Ursa XPS NIII, porosity 97 %) as a membrane buffer for separation of (bio)hydrogen. In the foam the cell walls formed a structured complex of membranes. The cells served as pressure containers of separated gases. The foam membrane was able to buffer the difference between the feed injection rate and the rate of consumption of the product. Using the difference in time-lags of different gases in polymeric foam, efficient gas separation was achieved during transient state and high purity hydrogen was obtained. Argonne National Laboratory (ANL) is involved in developing dense hydrogen-permeable membranes for separating hydrogen from mixed gases, particularly product streams during coal gasification and/or methane reforming. Novel cermet (ceramic-metal composite) membranes have been developed. Hydrogen separation with these membranes is non-galvanic (does not use electrodes or external power supply to drive the separation and hydrogen selectivity is nearly 100 % because the membrane contain no interconnected porosity). The membrane development at ANL initially concentrated on a mixed proton/electron conductor based on BaCe0.8Y0.2O3-d (BCY), but it turned to be insufficient to allow high non-galvanic hydrogen flux. To increase the electronic conductivity and thereby to increase the hydrogen flux the development focused on various cermet membranes with 40-50 vol. % of metal or alloy dispersed in the ceramic matrix. Balachandran et al.[15],[16] described the development performed at ANL. The powder mixture for fabricating cermet membranes was prepared by mechanical mixing Pd (50 vol. %) with YSZ, after that the powder mixture was pressed into discs. Polished cermet membranes were affixed to one end of alumina tube using a gold casket for a seal (as can be seen in Figure 9). In order to measure the hydrogen permeation rate, the alumina tube was inserted into a furnace with a sealed membrane and the associated gas flow tubes. Hydrogen permeation rate for Pd/YSZ membranes has been measured as a function of temperature (500-900  °C), partial pressure of hydrogen in the feed stream (0.04-1.0 atm.) and membrane thickness ( » 22-210 mm) as well as versus time during exposure to feed gases containing H2, CO, CO2, CH4 and H2S. The highest hydrogen flux was  » 20.0 cm3 (STP)/min cm2 for  » 22- mm thick membrane at 900  °C using 100 % hydrogen as the feed gas. These results suggested that membranes with thickness In the last decade Matrimid 5218 (Polyimide of 3,3,4,4-benzophenone tetracarboxylic dianhydride and diamino-phenylindane) has attracted a lot of attention as a material for gas separation membranes due to the combination of relatively high gas permeability coefficients and separation factors combined with excellent mechanical properties, solubility in non-hazard organic solvents and commercial availability. Shishatskiy et al.[18] have developed asymmetric flat sheet membranes for hydrogen separation from its mixtures with other gases. The composition and conditions of membrane preparation were optimized for pilot scale membrane production. The resulting membrane had a high hydrogen flux (1 m3 (STP)/m2h*bar) and selectivity of H2/CH4 at least 100, close to the selectivity of Matrimid 5218, material used for asymmetric structure formation. The hydrogen flux through the membranes increased with the decrease of polymer concentration and increase of non-solvent concentration. In addition, the influence of N2 blowing over the membrane surface (0, 2, 3, 4 Nm3 h-1 flow rate) was studied and it was proved that the selectivity of the membrane decreased with increase of the gas flow. The SEM image of the membrane supported by Matrimid 5218 is shown in Figure 10. The stability against hydrocarbons was tested by immersion of the membrane into the mixture of n-pentane/n-hexane/toluene in 1:1:1 ratio. Stability tests showed that the developed membrane was stable against mixtures of liquid hydrocarbons and could withstand continuous heating up to 200  °C for 24 and 120 hours and did not lose gas separation properties after exposure to a mixture of liquid hydrocarbons. The polyester non-woven fabric used as a support for the asymmetric membrane gave to the membrane excellent mechanical properties and allowed to use the membrane in gas separation modules. Interesting report on development of compact hydrogen separation module called MOC (Membrane On Catalyst) with structured Ni-based catalyst for use in the membrane reactor was presented by Kurokawa et al[19]. In the MOC concept a porous support itself had a function of reforming catalyst in addition to the role of membrane support. The integrated structure of support and catalyst made the membrane reformer more compact because the separate catalysts placed around the membrane modules in the conventional membrane reformers could be eliminated. In that idea first a porous catalytic structure 8YSZ (mixture of NiO and 8 mol. % Y2O3-ZrO2 at the weight ratio 60:40) was prepared as the support structure of the hydrogen membrane. The mixture was pressed into a tube closed at one end and sintered then in air. Slurry of 8YSZ was coated on the external surface of the porous support and heat-treated for alloying. Obtained module of size 10 mm outside and 8 mm inside diameter, 100 ~ 300 mm length and the membrane thickness was 7 ~ 20 mm were heated in flowing hydrogen at 600  °C for 3 hours to reduce NiO in the support structure into Ni before use (the porosity of the support after reduction was 43 %). A stainless steel cap and pipe were bonded to the module to introduce H2 into the inside of the tubular module. Figure 11 presents the conceptual structure design of the MOC module as compared with the structure of the conventional membrane reformer. The sample module in the reaction chamber was placed in the furnace and heated at 600  °C, pre-heated hydrogen (or humidified methane) was supplied inside MOC at the pressure of 0.1 MPa and the permeated hydrogen was collected from the outside chamber around the module at ambient pressure. The 100 ~ 300 mm long modules with 10 mm membrane showed hydrogen flux of 30 cm3 per minute per cm2 which was two times higher than the permeability of the conventional modules with palladium based alloy films. Membrane On Catalyst modules have a great potential to be applied to membrane reformer systems. In this concept a porous support itself has a function of reforming catalyst in addition to the role of membrane support. It seems that Membrane On Catalyst modules have a great potential to be applied to membrane reformer systems. Amorphous alloy membranes composed primarily of Ni and early transition metals (ETM) are an inexpensive alternative to Pd-based alloy membranes, and these materials are therefore of particular interest for the large-scale production of hydrogen from carbon-based fuels. Catalytic membrane reactors can produce hydrogen directly from coal-derived synthesis gas at 400 °C, by combining a commercial water-gas shift (WGS) catalyst with a hydrogen-selective membrane. Three main classes of membrane are capable of operating at the high temperatures demanded by existing WGS catalysts: ceramic membranes producing pure hydrogen via ion-transfer mechanism at  ³ 600  °C, alloy membranes which produce pure hydrogen via a solution-diffusion mechanism between 300 – 500  °C and microporous membranes, typically silica or carbon, whose purity depends on the pore size of the membrane and which operate over a wide temperature range dependent on the membrane material. In order to explore the suitability of Ni-based amorphous alloys for this application, the thermal stability and hydrogen permeation characteristics of Ni-ETM amorphous alloy membranes has been examined by Dolan et al[20]. Fundamental limitation of these materials is that hydrogen permeability is inversely proportional to the thermal stability of the alloy. Alloy design is therefore a compromise between hydrogen production rate and durability. Amorphous Ni60Nb(40-x)Zr(x) membranes have been tested at 400 °C in pure hydrogen, and in simulated coal-derived gas streams with high steam, CO and CO2 levels, without severe degradation or corrosion-induced failure. The authors have concluded that Ni-Nb-Zr amorphous alloys are therefore prospective materials for use in a catalytic membrane reactor for coal-derived syngas. Much attention has been given to inorganic materials such as zeolite, silica, zirconia and titania for development of gas- and liquid- separation membranes because they can be utilized under har sh conditions where organic polymer membranes cannot be applied. Silica membranes have been studied extensively for the preparation of various kinds of separation membranes: hydrogen, CO2 and C3 isomers. Kanezeashi[21] have proposed silica networks using an organo-inorganic hybrid alkoxide structure containing the organic groups between two silicon atoms, such as bis(triethoxysilyl)ethane (BTESE) for development of highly permeable hydrogen separation membranes with hydrothermal stability. The concept for improvement of hydrogen permeability of silica membrane was to design a loose-organic-inorganic hybrid silica network using mentioned BTESE (to shift the silica networks to a larger pore size for an increase in H2 permeability). A hybrid silica layer was prepared by coating a silica-zirconia intermediate layer with a BTESE polymer sol followed by drying and calcination at 300 °C in nitrogen. A thin, continuous separation layer of hybrid silica for selective H2 permeation was observed on top of the SiO2-ZrO2 intermediate layer as presented in Figure 12. Hybrid silica membranes showed a very high H2 permeance, ~ 1 order of magnitude higher (~ 10-5 mol m-2 s-1 Pa-1) than previously r eported silica membranes using TEOS (Tetraethoxysilane). The hydrothermal stability of the hybrid silica membranes due to the presence of Si-C-C-Si bonds in the silica networks was also confirmed. Nitodas et al.[22] for the development of composite silica membranes have used the method of chemical vapour deposition (CVD) in the counter current configuration from TEOS and ozone mixtures. The experiments were conducted in a horizontal hot-wall CVD quartz reactor (Figure 13) under controlled temperature conditions (523 – 543 K) and at various reaction times (0 -15 hours) and differential pressures across the substrate sides using two types of substrates: a porous Vycor tube and alumina (g-Al2O3) nanofiltration (NF) tube. The permeance of hydrogen and other gases (He, N2, Ar, CO2) were measured in a home-made apparatus (able to operate under high vacuum conditions 10-3 Torr, feed pressure up to 70 bar) and the separation capability of the composite membranes was determined by calculating the selectivity of hydrogen over He, N2, Ar, CO2. The in-situ monitoring of gas permeance during the CVD development of nanoporous membranes created a tool to detect pore size alterations i n the micro to nanometer scale of thickness. The highest permeance values in both modified and unmodified membranes are observed for H2 and the lowest for CO2. This indicated that the developed membranes were ideal candidates for H2/CO2 separations, like for example in reforming units of natural gas and biogas (H2/CO2/CO/CH4). Moon et al.[23] have studied the separation characteristics and dynamics of hydrogen mixture produced from natural gas reformer on tubular type methyltriethoxysilane (MTES) silica / ?-alumina composite membranes. The permeation and separation of CO pure gas, H2/CO (50/50 vol. %) binary mixture and H2/CH4/CO/CO2 (69/3/2/26 vol. %) quaternary mixture was investigated. The authors developed a membrane process suitable for separating H2 from CO and other reformate gases (CO2 or CH4) that showed a molecular sieving effect. Since the permeance of pure CO on the MTES membrane was very low (CO  » 4.79 – 6.46 x 10-11 mol m-2 s-1 Pa-1), comparatively high hydrogen selectivity could be obtained from the H2/CO mixture (separation factor: 93 – 110). This meant that CO (which shall be eliminated before entering fuel cell) can be separated from hydrogen mixtures using MTES membranes. The permeance of the hydrogen quaternary mixture on MTES membrane was 2.07 – 3.37 x 10-9 mol m-2 s-1 Pa-1 and the separation factor of H2 / (CO + CH4 + CO2) was 2.61 – 10.33 at 323 – 473 K (Figure 14). The permeation and selectivity of hydrogen were increased with temperature because of activation of H2 molecules and unfavourable conditions for CO2 adsorption. Compared to other impurities, CO was most successfully removed from the H2 mixture. The MTES membranes showed great potential for hydrogen separation from reforming gas with high selectivity and high permeance and therefore they have good potential for fuel cell systems and for use in hydrogen stations. According to the authors, the silica membranes are expected to be used for separating hydrogen in reforming environment at high temperatures. Silica membranes prepared by the CVD or sol-gel methods on mesoporous support are effective for selective hydrogen permeation, however it is known that hydrogen-selective silica materials are not thermally stable at high temperatures. Most researchers reported a loss of permeability of silica membranes even 50 % or greater in the first 12 hours on exposure to moisture at high temperature. Much effort has been spent on the improvement of the stability of silica membranes. Gu et al.[24] have investigated a hydrothermally stable and hydrogen-selective membrane composed of silica and alumina prepared on a macroporous alumina support by CVD in an inert atmosphere at high temperature. Before the deposition of the silica-alumina composite multiple graded layers of alumina were coated on the alumina support with three sols of decreasing particle sizes. The resulting supported composite silica-alumina membrane had high permeability for hydrogen (in the order of 10-7 mol m-2 s-1 Pa-1) at 873 K . Significantly the composite membrane exhibited much higher stability to water vapour at the high temperature of 873 K in comparison to pure silica membranes. The introduction of alumina into silica made the silica structure more stable and slowed down the silica disintegration process. As mentioned, silica membranes produced by sol-gel technique or by CVD applied for gas separation, especially for H2 production are quite stable in dry gases and exhibit high separation ratio, but lose the permeability when used in the steamed gases because of sintering or tightening. Thi Literature Survey on Hydrogen Separation Technique Literature Survey on Hydrogen Separation Technique Literature review has been performed in order to identify recent publications on hydrogen separation methods, hydrogen solubility, materials and concepts in research institutes and laboratories. The aim of the performed literature survey was to monitor recent worldwide literature and find out whether some of the developed and reported solutions might possibly help to improve existing hydrogen separation concept in PDh system, enabling efficient complete separation of hydrogen from all unwanted hydrocarbons. Literature survey on hydrogen separation technique Basically there are four important methods applied to the separation of gases in the industry: absorption, adsorption, cryogenic and membranes. Pressure swing adsorption (PSA) is a gas purification process consisting of the removal of impurities on adsorbent beds. The usual adsorbents and gases adsorbed are molecular sieves for carbon monoxide, activated carbon for CO2, activated alumina or silica gel. Industrial PSA plants consist of up to 12 adsorbers and along with the number of valves required this makes the system rather complicated and complex. The PSA process is usually a repeating sequence of the following steps: adsorption at feed pressure, co-current depressurisation to intermediate pressure, counter-current depressurisation to atmospheric pressure usually starting at 10 % to 70 % of the feed pressure, counter-current purge with hydrogen enriched or product gas at ambient pressure, co-current pressure equalisation and finally, co-current pressurisation with feed or secondary process gas[1]. For hydrogen purification by PSA hydrogen purity is high but the amount of rejected hydrogen is also relatively high (10 †“ 35 %). It seems also that cryogenic technology might not be applicable for PDh process gas separation. Cooling down the mixture will finally end in a solid jet fuel and a gas phase. Handling the solid is more difficult when compared with liquid. During the survey it became evident that membrane technology is the most popular, used and still investigating for the improvement process for hydrogen separation therefore the focus of the study is mainly on this technique. The membrane separation process involves several elementary steps, which include the solution of hydrogen and its diffusion as atomic hydrogen through the membrane bulk material. Nowadays, membrane technologies are becoming more frequently used for separation of wide varying mixtures in the petrochemical related industries. According to Sutherland[2] it is estimated that bulk chemicals and petrochemicals applications represented about 40% of the membrane market in the whole chemicals industry or about $ 1.5 billions, growing over 5 % per year. Membrane gas separation is attractive because of its simplicity and low energy cost. The advantages of using membrane gas separation technologies could be summarized as following: Continuous and clean process, membranes do not require regeneration, unlike the adsorption or the absorption processes, which require regeneration step leading to the use of two solid beds or a solvent regeneration unit. Required filtration system is simple and inexpensive. Compared with conventional techniques, membranes can offer a simple, easy-to-operate, low-maintenance process. Membrane process is simple, generally carried out at atmospheric conditions which, besides being energy efficient, can be important for sensitive applications in pharmaceutical and food industry. The recovery of components from a main stream using membranes can be done without substantial additional energy costs. Membrane is defined essentially as a barrier, which separates two phases and restricts transport of various chemicals in a selective manner. A membrane can be homogenous or heterogeneous, symmetric or asymmetric in structure, solid or liquid; can carry a positive or negative charge or be neutral or bipolar. Transport through a membrane can be affected by convection or by diffusion of individual molecules, induced by an electric field or concentration, pressure or temperature gradient. It takes place when a driving force is applied to the components in the feed. In most of the membrane processes, the driving force is a pressure difference or a concentration (or activity) difference across the membrane. Another driving force in membrane separations is the electrical potential difference. This driving force only influences the transport of charged particles or molecules. The hydrogen separation factor is sometimes used to specify membrane quality. It is defined as following: where ni stands for moles of species i transferred through the membrane and ?pi stands for the partial pressure difference of species i through the membrane. The membrane thickness may vary from as small as 10 microns to few hundred micrometers. Basic types of membranes are presented in Figure 4. Membranes in petrochemical industry are mainly used for concentration, purification and fractionation however they may be coupled to a chemical reaction to shift the chemical equilibrium in a combination defined as a membrane reactor. Using a membrane is adding costs to any process, therefore in order to overcome the cost issue another advantages must overcome the added expenses like material with a very good separation factor, high flux, high quality membrane materials (stable during many months of operation). In a membrane separation reactor both organic and inorganic membranes can be used. Many industrial catalytic processes involve the combination of high temperature and chemically harsh environments favouring therefore inorganic membranes due to their thermal stability, resistance to organic solvents, chlorine and other chemicals. Some promising applications using inorganic membranes include certain dehydrogenation, hydrogenation and oxidation reactions like formation of butane from dehydrogenation of ethyl benzene, styrene production from dehydrogenation of ethyl benzene, dehydrogenation of ethane to ethane, oxidative coupling of methane etc. In membrane reactor two basic concepts can be distinguished as can be seen in Figure 5. reaction and separation combined in one reactor (catalytic membrane reactor) reaction and separation are not combined and the reactants are recycled along a membrane system (membrane recycle reactor) Catalytic membrane reactor concept is used especially with inorganic membranes (ceramics, metals) and polymeric membranes where the catalyst is coupled to the membrane. Membrane recycle reactor can be applied with any membrane process and type of membranes. Most of the chemical reactions need catalyst to enhance the reaction kinetics. The catalyst must be combined with the membrane system and various arrangements are possible, as can be seen in Figure 6. The advantage of the catalyst located inside the bore of the tube is simplicity in preparation and operation. When needed the catalyst could be easily replaced. In case of top layer filled with catalyst and membrane wall, the catalyst is immobilized onto the membrane. Palladium has been known to be a highly hydrogen permeable and selective material since the 19th century. The existing Pd-based membranes can be mainly classified into two types according to the structure of the membrane as (i) self-supporting Pd-based membranes and (ii) composite structures composed of thin Pd-based layers on porous materials. Most self-supporting Pd-based membranes are commercially available in the forms that are easily integrated into a separation setup. However these membranes are relatively thick (50 mm or more) and therefore the hydrogen flux through them is limited. Thick palladium membranes are expensive and rather suitable for use in large scale chemical production. For practical use it is necessary to develop separation units with reduced thickness of the layer. An additional problem is that in order to have adequate mechanical strength, relatively thick porous supports have to be used. In the last decade a significant research has been carried out to achie ve higher fluxes by depositing thin layers of Pd or Pd alloys on porous supports like ceramics or stainless steel. A submicron thick and defect-free palladium-silver (Pd-Ag) alloy membrane was fabricated on a supportive microsieve by using microfabrication technique and tested by Tong et al[4]. The technique also allowed production of a robust wafer-scale membrane module which could be easily inserted into a membrane holder to have gas-tight connections to outside. Fabricated membrane had a great potential for hydrogen purification and in application like dehydrogenation industry. One membrane module was investigated for a period of ca. 1000 hours during which the membrane experienced a change in gas type and its concentration as well as temperature cycling between 20 – 450  °C. The measured results showed no significant reduction in flux or selectivity, suggesting thus very good membrane stability. The authors carried out experiments with varying hydrogen concentration in the feed from 18 to 83 kPa at 450  °C to determine the steps limiting H2 transport rate. It is assumed that the fabricated membrane may be used as a membrane reactor for dehydrogenation reactions to synthesize high value products although its use may be limited due to high pressures of tens of bars. Schematic drawing of the hydrogen separation setup is presented in Figure 7. The membrane module was placed in a stainless steel holder installed in a temperature controlled oven to ensure isothermal operation. The H2/He feed (from 300 to 100 ml/mol) was preheated in spirals placed in the same oven. The setup was running automatically for 24 h/day and could handle 100 recipes without user intervention. Tucho et al.[5] performed microstructural studies of self-supported Pd / 23 wt. % Ag hydrogen separation membranes subjected to different heat treatments (300/400/450  °C for 4 days) and then tested for hydrogen permeation. It was noted that changes in permeability were dependent on the treatment atmosphere and temperature as well as membrane thickness. At higher temperatures significant grain growth was observed and stress relaxation occurred. Nam et al.[6] were able to fabricate a highly stable palladium alloy composite membrane for hydrogen separation on a porous stainless steel support by the vacuum electrodeposition and laminating procedure. The membrane was manufactured without microstructural change therefore it was possible to obtain both high performance (above 3 months of operation) and physical and morphological stability of the membrane. It was observed that the composite membrane had a capability to separate hydrogen from gas mixture with complete hydrogen selectivity and could be used to produce ultra-pure hydrogen for applications in membrane reactor. Tanaka et al.[7] aimed at the improved thermal stability of mesoporous Pd-YSZ-g-Al2O3 composite membrane. The improved thermal stability allowed operation at elevated temperature (> 500  °C for 200 hours). This was probably the result of improved fracture toughness of YSZ-g-Al2O3 layer and matching thermal expansion coefficient between palladium and YSZ. Kuraoka, Zhao and Yazawa[8] demonstrated that pore-filled palladium glass composite membranes for hydrogen separation prepared by electroless plating technique have both higher hydrogen permeance, and better mechanical properties than unsupported Pd films. The same technique was applied by Paglieri et al.[9] for plating a layer of Pd and then copper onto porous ?-substrate. Zahedi et al.[10] developed a thin palladium membrane by depositing Pd onto a tungsten oxide WO3 modified porous stainless steel disc and reported that permeability measureme nts at 723, 773 and 823 K showed high permeability and selectivity for hydrogen. The membrane was stable with regards to hydrogen for about 25 days. Certain effort has been performed for improving hydrothermal stability and application to hydrogen separation membranes at high temperatures. Igi et al.[11] prepared a hydrogen separation microporous membranes with enhanced hydrothermal stability at 500  °C under a steam pressure of 300 kPa. Co-doped silica sol solutions with varying Co composition (Co / (Si + Co) from 10 to 50 mol. %) were prepared and used for manufacturing the membranes. The membranes showed increased hydrothermal stability and high selectivity and permeability towards hydrogen when compared with pure silica membranes. The Co-doped silica membranes with a Co composition of 33 mol. % showed the highest selectivity for hydrogen, with a H2 permeance of 4.00 x 10-6 (m3 (STP) Ãâ€" (m Ãâ€" s Ãâ€" kPa)-1) and a H2/N2 permeance ratio of 730. It was observed that as the Co composition increased as high as 33 %, the activation energy of hydrogen permeation decreased and the H2 permeance increased. Additional increase in Co concentration resulted in increased H2 activation energy and decreased H2 permeance. Due to high permselectivity of Pd membranes, high purity of hydrogen can be obtained directly from hydrogen containing mixture at high temperatures without further purification providing if sufficient pressure gradient is applied. Therefore it is possible to integrate the reforming reaction and the separation step in a single unit. A membrane reformer system is simpler, more compact and more efficient than the conventional PSA system (Pressure Swing Adsorption) because stem reforming reaction of hydrocarbon fuels and hydrogen separation process take place in a single reactor simultaneously and without a separate shift converter and a purification system. Gepert et al.[12] have aimed at development of heat-integrated compact membrane reformer for d ecentralized hydrogen production and worked on composite ceramic capillaries (made of ?-Al2O3) coated with thin palladium membranes for production of CO-free hydrogen for PEM fuel cells by alcohol reforming. The membranes were tested for pure hydrogen and N2 as well as for synthetic reformate gas. The process steps comprised the evaporation and overheating of the water/alcohol feed, water gas shift combined with highly selective hydrogen separation. The authors have focused on the step concerned with the membrane separation of hydrogen from the reforming mixture and on the challenges and requirements of that process. The challenges encountered with the development of capillary Pd membranes were as following: long term temperature and pressure cycling stability in a reformate gas atmosphere, the ability to withstand frequent heating up and cooling down to room temperature, avoidance of the formation of pin-holes during operation and the integration of the membranes into reactor housi ng. It was observed that palladium membranes should not be operated at temperatures below 300  °C and pressures lower than 20 bar, while the upper operating range is between 500 and 900  °C. Alloying the membrane with copper and silver extend their operating temperature down to a room temperature. The introduction of silver into palladium membrane increases the lifetime, but also the costs when compared with copper. Detailed procedure of membrane manufacturing, integration into reformer unit and testing is described by the authors. Schematic of the concept of the integrated reformer is shown in Figure 8. The membrane was integrated in a metal tube embedded in electrically heated copper plates. Before entering the test tube, the gases were preheated to avoid local cooling of the membrane. Single gas measurements with pure N2 and H2 allowed the testing of the general performance of the membrane and the permselectivity for the respective gases to be reached. Synthetic reformate gas consisting of 75 % H2, 23.5 % CO2 and 1.5 % CO was used to get information about the performance. The membranes were tested between 370 – 450  °C and pressures up to 8 bar. The authors concluded that in general the membranes have shown good performance in terms of permeance and permselectivity including operation under reformate gas conditions. However, several problems were indicated concerning long-term stability under real reforming conditions, mainly related to structural nature (combination of different materials: ceramic, glaze, palladium resulted on incoherent potential for causing membrane failure). At operation times up to four weeks the continuous Pd layer remained essentially free from defects and pinholes. Han et al.[13] have developed a membrane separation module for a power equivalent of 10 kWel. A palladium membrane containing 40 wt. % copper and of 25 mm thickness was bonded into a metal frame. The separation module for a capacity of 10 Nm3 h-1 of hydrogen had a diameter of 10.8 cm and a length of 56 cm. Reformate fed to the modules contained 65 vol. % of hydrogen and the hydrogen recovery through the membrane was in the range of 75 %. Stable operation of the membrane separation was achieved for 750 pressure swing tests at 350  °C. The membrane separation device was integrated into a methanol fuel processor. Pientka et al.[14] have utilized a closed-cell polystyrene foam (Ursa XPS NIII, porosity 97 %) as a membrane buffer for separation of (bio)hydrogen. In the foam the cell walls formed a structured complex of membranes. The cells served as pressure containers of separated gases. The foam membrane was able to buffer the difference between the feed injection rate and the rate of consumption of the product. Using the difference in time-lags of different gases in polymeric foam, efficient gas separation was achieved during transient state and high purity hydrogen was obtained. Argonne National Laboratory (ANL) is involved in developing dense hydrogen-permeable membranes for separating hydrogen from mixed gases, particularly product streams during coal gasification and/or methane reforming. Novel cermet (ceramic-metal composite) membranes have been developed. Hydrogen separation with these membranes is non-galvanic (does not use electrodes or external power supply to drive the separation and hydrogen selectivity is nearly 100 % because the membrane contain no interconnected porosity). The membrane development at ANL initially concentrated on a mixed proton/electron conductor based on BaCe0.8Y0.2O3-d (BCY), but it turned to be insufficient to allow high non-galvanic hydrogen flux. To increase the electronic conductivity and thereby to increase the hydrogen flux the development focused on various cermet membranes with 40-50 vol. % of metal or alloy dispersed in the ceramic matrix. Balachandran et al.[15],[16] described the development performed at ANL. The powder mixture for fabricating cermet membranes was prepared by mechanical mixing Pd (50 vol. %) with YSZ, after that the powder mixture was pressed into discs. Polished cermet membranes were affixed to one end of alumina tube using a gold casket for a seal (as can be seen in Figure 9). In order to measure the hydrogen permeation rate, the alumina tube was inserted into a furnace with a sealed membrane and the associated gas flow tubes. Hydrogen permeation rate for Pd/YSZ membranes has been measured as a function of temperature (500-900  °C), partial pressure of hydrogen in the feed stream (0.04-1.0 atm.) and membrane thickness ( » 22-210 mm) as well as versus time during exposure to feed gases containing H2, CO, CO2, CH4 and H2S. The highest hydrogen flux was  » 20.0 cm3 (STP)/min cm2 for  » 22- mm thick membrane at 900  °C using 100 % hydrogen as the feed gas. These results suggested that membranes with thickness In the last decade Matrimid 5218 (Polyimide of 3,3,4,4-benzophenone tetracarboxylic dianhydride and diamino-phenylindane) has attracted a lot of attention as a material for gas separation membranes due to the combination of relatively high gas permeability coefficients and separation factors combined with excellent mechanical properties, solubility in non-hazard organic solvents and commercial availability. Shishatskiy et al.[18] have developed asymmetric flat sheet membranes for hydrogen separation from its mixtures with other gases. The composition and conditions of membrane preparation were optimized for pilot scale membrane production. The resulting membrane had a high hydrogen flux (1 m3 (STP)/m2h*bar) and selectivity of H2/CH4 at least 100, close to the selectivity of Matrimid 5218, material used for asymmetric structure formation. The hydrogen flux through the membranes increased with the decrease of polymer concentration and increase of non-solvent concentration. In addition, the influence of N2 blowing over the membrane surface (0, 2, 3, 4 Nm3 h-1 flow rate) was studied and it was proved that the selectivity of the membrane decreased with increase of the gas flow. The SEM image of the membrane supported by Matrimid 5218 is shown in Figure 10. The stability against hydrocarbons was tested by immersion of the membrane into the mixture of n-pentane/n-hexane/toluene in 1:1:1 ratio. Stability tests showed that the developed membrane was stable against mixtures of liquid hydrocarbons and could withstand continuous heating up to 200  °C for 24 and 120 hours and did not lose gas separation properties after exposure to a mixture of liquid hydrocarbons. The polyester non-woven fabric used as a support for the asymmetric membrane gave to the membrane excellent mechanical properties and allowed to use the membrane in gas separation modules. Interesting report on development of compact hydrogen separation module called MOC (Membrane On Catalyst) with structured Ni-based catalyst for use in the membrane reactor was presented by Kurokawa et al[19]. In the MOC concept a porous support itself had a function of reforming catalyst in addition to the role of membrane support. The integrated structure of support and catalyst made the membrane reformer more compact because the separate catalysts placed around the membrane modules in the conventional membrane reformers could be eliminated. In that idea first a porous catalytic structure 8YSZ (mixture of NiO and 8 mol. % Y2O3-ZrO2 at the weight ratio 60:40) was prepared as the support structure of the hydrogen membrane. The mixture was pressed into a tube closed at one end and sintered then in air. Slurry of 8YSZ was coated on the external surface of the porous support and heat-treated for alloying. Obtained module of size 10 mm outside and 8 mm inside diameter, 100 ~ 300 mm length and the membrane thickness was 7 ~ 20 mm were heated in flowing hydrogen at 600  °C for 3 hours to reduce NiO in the support structure into Ni before use (the porosity of the support after reduction was 43 %). A stainless steel cap and pipe were bonded to the module to introduce H2 into the inside of the tubular module. Figure 11 presents the conceptual structure design of the MOC module as compared with the structure of the conventional membrane reformer. The sample module in the reaction chamber was placed in the furnace and heated at 600  °C, pre-heated hydrogen (or humidified methane) was supplied inside MOC at the pressure of 0.1 MPa and the permeated hydrogen was collected from the outside chamber around the module at ambient pressure. The 100 ~ 300 mm long modules with 10 mm membrane showed hydrogen flux of 30 cm3 per minute per cm2 which was two times higher than the permeability of the conventional modules with palladium based alloy films. Membrane On Catalyst modules have a great potential to be applied to membrane reformer systems. In this concept a porous support itself has a function of reforming catalyst in addition to the role of membrane support. It seems that Membrane On Catalyst modules have a great potential to be applied to membrane reformer systems. Amorphous alloy membranes composed primarily of Ni and early transition metals (ETM) are an inexpensive alternative to Pd-based alloy membranes, and these materials are therefore of particular interest for the large-scale production of hydrogen from carbon-based fuels. Catalytic membrane reactors can produce hydrogen directly from coal-derived synthesis gas at 400 °C, by combining a commercial water-gas shift (WGS) catalyst with a hydrogen-selective membrane. Three main classes of membrane are capable of operating at the high temperatures demanded by existing WGS catalysts: ceramic membranes producing pure hydrogen via ion-transfer mechanism at  ³ 600  °C, alloy membranes which produce pure hydrogen via a solution-diffusion mechanism between 300 – 500  °C and microporous membranes, typically silica or carbon, whose purity depends on the pore size of the membrane and which operate over a wide temperature range dependent on the membrane material. In order to explore the suitability of Ni-based amorphous alloys for this application, the thermal stability and hydrogen permeation characteristics of Ni-ETM amorphous alloy membranes has been examined by Dolan et al[20]. Fundamental limitation of these materials is that hydrogen permeability is inversely proportional to the thermal stability of the alloy. Alloy design is therefore a compromise between hydrogen production rate and durability. Amorphous Ni60Nb(40-x)Zr(x) membranes have been tested at 400 °C in pure hydrogen, and in simulated coal-derived gas streams with high steam, CO and CO2 levels, without severe degradation or corrosion-induced failure. The authors have concluded that Ni-Nb-Zr amorphous alloys are therefore prospective materials for use in a catalytic membrane reactor for coal-derived syngas. Much attention has been given to inorganic materials such as zeolite, silica, zirconia and titania for development of gas- and liquid- separation membranes because they can be utilized under har sh conditions where organic polymer membranes cannot be applied. Silica membranes have been studied extensively for the preparation of various kinds of separation membranes: hydrogen, CO2 and C3 isomers. Kanezeashi[21] have proposed silica networks using an organo-inorganic hybrid alkoxide structure containing the organic groups between two silicon atoms, such as bis(triethoxysilyl)ethane (BTESE) for development of highly permeable hydrogen separation membranes with hydrothermal stability. The concept for improvement of hydrogen permeability of silica membrane was to design a loose-organic-inorganic hybrid silica network using mentioned BTESE (to shift the silica networks to a larger pore size for an increase in H2 permeability). A hybrid silica layer was prepared by coating a silica-zirconia intermediate layer with a BTESE polymer sol followed by drying and calcination at 300 °C in nitrogen. A thin, continuous separation layer of hybrid silica for selective H2 permeation was observed on top of the SiO2-ZrO2 intermediate layer as presented in Figure 12. Hybrid silica membranes showed a very high H2 permeance, ~ 1 order of magnitude higher (~ 10-5 mol m-2 s-1 Pa-1) than previously r eported silica membranes using TEOS (Tetraethoxysilane). The hydrothermal stability of the hybrid silica membranes due to the presence of Si-C-C-Si bonds in the silica networks was also confirmed. Nitodas et al.[22] for the development of composite silica membranes have used the method of chemical vapour deposition (CVD) in the counter current configuration from TEOS and ozone mixtures. The experiments were conducted in a horizontal hot-wall CVD quartz reactor (Figure 13) under controlled temperature conditions (523 – 543 K) and at various reaction times (0 -15 hours) and differential pressures across the substrate sides using two types of substrates: a porous Vycor tube and alumina (g-Al2O3) nanofiltration (NF) tube. The permeance of hydrogen and other gases (He, N2, Ar, CO2) were measured in a home-made apparatus (able to operate under high vacuum conditions 10-3 Torr, feed pressure up to 70 bar) and the separation capability of the composite membranes was determined by calculating the selectivity of hydrogen over He, N2, Ar, CO2. The in-situ monitoring of gas permeance during the CVD development of nanoporous membranes created a tool to detect pore size alterations i n the micro to nanometer scale of thickness. The highest permeance values in both modified and unmodified membranes are observed for H2 and the lowest for CO2. This indicated that the developed membranes were ideal candidates for H2/CO2 separations, like for example in reforming units of natural gas and biogas (H2/CO2/CO/CH4). Moon et al.[23] have studied the separation characteristics and dynamics of hydrogen mixture produced from natural gas reformer on tubular type methyltriethoxysilane (MTES) silica / ?-alumina composite membranes. The permeation and separation of CO pure gas, H2/CO (50/50 vol. %) binary mixture and H2/CH4/CO/CO2 (69/3/2/26 vol. %) quaternary mixture was investigated. The authors developed a membrane process suitable for separating H2 from CO and other reformate gases (CO2 or CH4) that showed a molecular sieving effect. Since the permeance of pure CO on the MTES membrane was very low (CO  » 4.79 – 6.46 x 10-11 mol m-2 s-1 Pa-1), comparatively high hydrogen selectivity could be obtained from the H2/CO mixture (separation factor: 93 – 110). This meant that CO (which shall be eliminated before entering fuel cell) can be separated from hydrogen mixtures using MTES membranes. The permeance of the hydrogen quaternary mixture on MTES membrane was 2.07 – 3.37 x 10-9 mol m-2 s-1 Pa-1 and the separation factor of H2 / (CO + CH4 + CO2) was 2.61 – 10.33 at 323 – 473 K (Figure 14). The permeation and selectivity of hydrogen were increased with temperature because of activation of H2 molecules and unfavourable conditions for CO2 adsorption. Compared to other impurities, CO was most successfully removed from the H2 mixture. The MTES membranes showed great potential for hydrogen separation from reforming gas with high selectivity and high permeance and therefore they have good potential for fuel cell systems and for use in hydrogen stations. According to the authors, the silica membranes are expected to be used for separating hydrogen in reforming environment at high temperatures. Silica membranes prepared by the CVD or sol-gel methods on mesoporous support are effective for selective hydrogen permeation, however it is known that hydrogen-selective silica materials are not thermally stable at high temperatures. Most researchers reported a loss of permeability of silica membranes even 50 % or greater in the first 12 hours on exposure to moisture at high temperature. Much effort has been spent on the improvement of the stability of silica membranes. Gu et al.[24] have investigated a hydrothermally stable and hydrogen-selective membrane composed of silica and alumina prepared on a macroporous alumina support by CVD in an inert atmosphere at high temperature. Before the deposition of the silica-alumina composite multiple graded layers of alumina were coated on the alumina support with three sols of decreasing particle sizes. The resulting supported composite silica-alumina membrane had high permeability for hydrogen (in the order of 10-7 mol m-2 s-1 Pa-1) at 873 K . Significantly the composite membrane exhibited much higher stability to water vapour at the high temperature of 873 K in comparison to pure silica membranes. The introduction of alumina into silica made the silica structure more stable and slowed down the silica disintegration process. As mentioned, silica membranes produced by sol-gel technique or by CVD applied for gas separation, especially for H2 production are quite stable in dry gases and exhibit high separation ratio, but lose the permeability when used in the steamed gases because of sintering or tightening. Thi