Food process operation

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  1. You are given the task by your company of determining the feasibility of building a new potato processing plant (product line will be frozen hash browns and French fries) in a rural area of northwestern Minnesota
    a. The initial part of this project is to find a possible location which has adequate water available. Discuss (can be in outline form) how you are going to go about finding an appropriate location and the issues you need to consider.
    b. Assuming after you do your water resource evaluation you find a good site, with respect to water, now discuss how you would handle, all the potential waste streams from this plant. Remember this is a rural area
    (14 points)
  2. You are given a material that is 20% fat, 8% protein, 5% monosaccharide, 1% ash and the rest water. Based on your knowledge of separation technologies outline an approach you could use to fractionate the first four of these items from the others. Water can be part of the separated streams, but the other three items shouldn’t be present i.e. fat and water but no protein, sugar or minerals should be present. This is to be a commercial scale approach not an analytical lab,
    (8 points)
  3. You are given four samples (approximately 10% oil and 90% water) all of which have been processed to have an average fat droplet size of 1.57 microns in each. They were prepared in the following manner and have different rates of separation:

Sample 1 was processed with a standard homogenizer at 2000 psi with a velocity of separation being .3 m/s

Sample 2 was processed with a standard homogenizer at 2000 psi (1st stage) and 500 psi (2nd stage) with a velocity of separation being .1 m/s

Sample 3 was processed with a microfluidizer with a velocity of separation being .4 m/s

Sample 4 was processed with a standard homogenizer at 2000 psi with a velocity of separation being .5 m/s (This sample had 0.5% of an emulsifier added.) THE RATE IS NOT A TYPO.

Why are the rates of separation different?

Sample Solution

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For this assignment, you will choose one topic from the list below and write a cause-and-effect essay using three points of analysis.

A well-organized essay has a beginning, a middle, and an end. The beginning, or introduction, should include an opening sentence to grab your readers attention. Follow the opening sentence with a brief background on the topic or situation. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay, which in this case would be the cause-and-effect of the selected topic.

A well-supported essay includes supporting points, details, and examples. An essay with three points may be divided into three body paragraphs, one for each point describing the term. Each body paragraph must begin with a topic sentence that states the main point of the paragraph.

The conclusion typically summarizes the main points of the essay and/or closes with a lasting impression that connects the reader to their world.

Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling, as errors in sentence skills will lower a final grade. A grade will be determined based on the Module 3 Case expectations and the Trident University General Education rubric for English found in the course syllabus.

The effect of alcohol or drug dependency on family
The effect of earning a college education
The effects of good parenting
The effects of participating in sports, music, and/or drama as children
How technology affects dating
How social media affects young people
How happy relationships affect a person
How travel affects life and personality
How growing up in poverty affects an individual
View less
Requested writer:
Elite101

Ageism’ negative attitudes and behavior toward groups of people

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Ageism involves both negative attitudes and behavior toward groups of people based on chronological age
(Funk, 2016). Attitudes and beliefs about older persons are reinforced by stereotypes that are commonly
reflected in the media. For example, images of the elderly and aging often depict older persons as forgetful,
resistant to change, bad drivers, and unhappy. Negative attitudes toward older persons can be detrimental
as they can lead to negative behavior or discrimination. In this assessment, you will apply academic
research to debunk how older persons are often falsely portrayed in the media.
Learning Objectives:
Identify ageism in news media.
Describe how older persons are portrayed in the news in relation to stereotypes.
Analyze the news media portrayal with academic peer-reviewed research.
Apply a theoretical perspective to explain why ageism persists in Canadian society.
Instructions:
Find 1 news story that falsely portrays older persons. That is, find a news item that depicts a stereotype of
older persons that is not supported by academic research. Then respond to the following questions:
Describe the news story in terms of its content and how older persons or aging is presented. What is the
underlining stereotype communicated in the message of the news story? How does this relate to ageism?
Using the Bow Valley College RGO Library Database, search for 1 academic peer-reviewed journal article
that ‘debunks’ the stereotype (2010 to present). Present evidence from the research that suggests the news
story is not supported by academic research.
Reflecting on the news story, use one of the theoretical perspectives explaining ageism outlined in Chapter
2 of the textbook (p. 40-45) to discuss why ageism persists. Based on the theoretical analysis, how could ageism be reduced?

Sample Solution

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Utilizing the social-psychological insight

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In the final week of this course, you will design an intervention to address a specific problem you have
identified utilizing social psychological insight. In Week 2, you began this process by crafting a topic
statement. This week, you will continue to develop your thoughts by organizing them in the form of an
outline, including an annotated bibliography that summarizes your research thus far. (For additional
guidance, review the resources for Outlining (Links to an external site.) and creating an Annotated
Bibliography (Links to an external site.), available through the Ashford Writing Center.). Note that the
purpose of this assignment, like the previous, is formative in nature. This is your chance to gain valuable
feedback on the work you have completed thus far, as well as guidance as you move forward. To take full
advantage of this opportunity, be sure you submit a substantive product. Your outline and annotated
bibliography should encompass the following:
Describe social behavior.
Evaluate a problem.
Explain relevant social psychological theory.
Summarize intervention strategies.
The Outline and Annotated Bibliography
Must be at least 6 to 9 double-spaced pages in length and formatted according to APA style as outlined in
the Writing Center’s Introduction to APA (Links to an external site.).
Must include an Outline and Annotated Bibliography.
Must utilize academic voice.
See the Academic Voice (Links to an external site.) resource for additional guidance.
Must address the topic with critical thought.
Must use at least 10 peer-reviewed scholarly sources. Additional scholarly sources are encouraged.
See the Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table for additional guidance.

Sample Solution

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