UNIT I Instruction Over the course of the next six units, you will be developing a course project. You will complete a single section of the course project in every unit by completing one section of the course project, and then you will add to it with the subsequent work in the following unit. This unit work will be in the form of unit mini projects.Our course project will be to develop a document titled “A Permit by Rule (PBR) Evaluation for a Painting Operation” and will serve as a simulation of our work as a contract environmental engineer to an industrial organization planning a painting operation within the United States. The Scenario: You have contracted with an industrial organization to engineer and write a state air Permit by Rule (PBR) evaluation for a painting operation facility. According to the local state laws and U.S. Environmental Protection Agency (EPA) laws, the facility must have an air permit before construction begins. Once the facility is completed, the construction air permit will then become the operational air permit for the facility.As a result, your client wants the air permit to automatically align the painting operation facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to evaluate the planned painting operation against the PBR requirements in order to meet the air permit criteria, using the state guidance document and considering the equipment and chemicals already planned for the facility operations.You have tabulated the following information from what you have gleaned from the material SDS documents and equipment technical data sheets plan (depending on your scenario selection, each “unit” represents a single aircraft, rail tank car, or vehicle): 

Interior Liner Coating Material
10 gallons coating/unit
2 gallons of solvent/unit

Unit Lining Application
Apply interior liners to two (2) units/day
Work five (5) hours/day and four (4) days/week

Unit Lining Curing
Cure interior liners of two (2) units/day
Work five (5) hours/day and four (4) days/week

Interior Liner Cure
Heater fuel source is natural gas-fired drying oven
Heater generates 2.1 million (MM) Btu/hr at maximum 2,500 hrs/year

Unit Lining Design
Cross-draft air plenum
Unit interior is the spray area

Exhaust Fan
10,000 ft3/min (CFM)
1 exhaust fan

Air Makeup Unit
5760 ft3/min (CFM)
1 air makeup system

Filter Openings
20.0 ft2 each
Two (2) filter openings

Coating WV
VOC content
2.8 lb/gal coating

Coating VM
Coating volume
1.0 gal

Water Content
Per gal/coating
1.0 lb/gal

Water Density
Per gal/water
8.34 lb/gal

Coating VW
Water volume
Calculation

Exempt-solvent Content
Per gal/coating
0.5 lb/gal

Exempt-solvent Density
Per gal/exempt solvent
6.64 lb/gal

Coating Ves
Exempt solvent volume
Calculation

 Additionally, your state’s department of environmental quality (DEQ) has provided you the following PBR limits:

Potential to Emit (PTE)
100 tons VOC/year

Face Velocity
100 ft/min

Filter Velocity
250 ft/min

VOC/5-hour period
6.0 lbs/hr

Short-term Emissions
1.0 lbs/hr

Long-term Emissions
1.0 tons/yr

 From your first visit with your client, these are your notes and process flow sketch reflecting the intended operational design:

The client has designed an interior coating spray painting system that allows the interior of each unit to be coated.
The operations will involve a stripped-down unit being brought into the facility’s shop.
The shop is a steel building with a finished concrete floor and a paint booth for each unit.
The unit will be placed in the spray booth.
The booth will be opened at one end of the booth for makeup air.
The exhaust air will flow through an exhaust chamber at the other end of the unit.
For each unit, once the liner application operations are completed, the forced curing (drying) operations will immediately commence.

 Instructions: 

Closely read the required reading assignment from the textbook and the unit lesson within the study guide, and consider reading the suggested reading.

 

Select the PBR evaluation document to be for only oneof the following: (a) an aircraft manufacturing exterior coating paint booth, (b) a rail tank car interior lining process, or (c) a vehicle exterior coating paint booth. You will continue with this scenario selection for the remaining six units, to complete the entire document.

 

Using APA style (title page, abstract page, body with level 1 headings, and a reference page) for a research paper, begin drafting a PBR evaluation document. You will add to this document in every subsequent unit with another prescribed level 1 heading, building out the entire document one section at a time.

 

Make your Unit II work the first level 1 heading (center, bold) titled “General Considerations for Operation,” and describe the scenario that is presented above, while specifically describing the scenario that you selected (aircraft, tank car, or vehicle). While describing your scenario, you must include the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the natural and anthropomorphic variables causally related to outdoor air pollution. You are required to describe the scenario in at least 200 words (minimum). You may find it convenient to summarize the tabulated information in your General Considerations section of the permit for future reference throughout the rest of the course, but do not attempt to tabulate the information in the exact order as what is presented here (to avoid a high match in SafeAssign).

 

Also under the first level 1 heading, present a box and line process flow diagram (PFD) drawing of the selected scenario. See the drawing on page 375 of the textbook as an additional example of a PFD if you need assistance understanding how to draw one; do not draw the same system that is provided on that page. Do not hand-draw this, but use the “insert” and “shapes” features within Microsoft Word to construct the PFD. Simple labeled boxes and lines are adequate for this preliminary work, so it is not necessary to present specific shapes in your PFD for your selected scenario.

 

In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. We will be adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

  In following units (Units III through VII), the unit lessons will contain information related to the interior surface coating operation by means of practical mathematical calculation examples. Consequently, it is imperative that you read the unit lessons within the study guide in every unit, use the math calculation examples provided in each unit lesson, and consider the current (as well as previous) material from the textbook and the additional information cited and referenced in the study guide for every unit. This project will serve as a comprehensive demonstration of your applied learning of engineering air quality. Your completed mini project should be a minimum of one page, not counting the title page, abstract page, and reference page. You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations. 
 
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Hamlet’s “To be, or not to be (Links to an external site.)” Soliloquy: Generally, Hamlet’s great soliloquy is read as a reflection on the implications of choosing either life or death (“self-slaughter”). However, in the sense of the Renaissance Revenge Tragedy (Links to an external site.) and considering the political implications of murder of a king by the young prince whose “will is not his own” (I.3.20), I have found two other possible readings stemming from the phrase “to be, or not to be” (III.1.56). If Hamlet considers revenge his is fate, the “to be” may mean to become the revenger or to fulfill his destiny (his belief in destiny sways back and forth throughout the play). Likewise, a young sovereign ascending to the throne was often thought to be spiritually reborn. To depose Claudius is to assume his rightful seat on the throne with all the “suits and trappings” of the office and the consequences of his actions. Perhaps, to “look as a friend on Denmark” may mean to right the wrong and “be[come]” a king. No doubt, Hamlet’s monologue is a lamentable inner-conflict between who he is and what he must become. Use as resources Hamlet (starts around pg. 14), (Links to an external site.)Shakespeare’s Words Database (Links to an external site.) and O.E.D. (Links to an external site.)

I invite you to consider, through the evidence in the passage and else where in the text, how either becoming a revenger or becoming a king could be a theme along side suicide. 500-600 word response with at least three pieces of textual evidence to support your position required for E.C. points (in-text citations required). Consider the four other soliloquies spoken by Hamlet as well is his role in relations to other characters and the plot

 

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