Hey guys, I have some reports upcoming and would appreciate some help! Everything is well-guided with questions to answer but please only take part if you are very good at chemical engineering – if I like your work I will give you more work!Word limit: 8 pages MAX, 11pt Arial, double line spacing and 2cm margin. The report should be numbered, a cover page unnecessary and references to be included appropriately.This report will be covering module: Advanced Safety and Loss Prevention Official Task (Questions detailed in pdf): Safety review of direct chlorination reactor and EDC cracker units As part of the review of the VCM plant, Ramsay Limited would like a number of detailed safety studies to be performed on the direct chlorination reactor and EDC cracker units. These two units are particularly hazardous due to the exothermic nature of the direct chlorination reactor and high temperature operation of the EDC cracker. Indeed, in recent years a significant number of safety incidents have been reported and so the board of Ramsay Limited would like a detailed safety review of these two units to be performed. It is noted that the safety review will not include the exothermic oxychlorination reactor until pilot plant testing is complete. DESIGN BRIEF (context)Ramsay Limited is a company that produces vinyl chloride monomer (VCM), one of the world’s most important commodity chemicals, which is used as a precursor in the production of poly vinyl chloride (PVC). Following the development of a new technology route by one of their leading competitors, which has led to a decrease in the price of VCM, Ramsay Limited is looking to evaluate the efficiency of their existing technology. They are also developing their own new technology for the Oxychlorination reactor which could potentially be ready for commercialisation in the next 6 months, following completion of pilot plant testing. In addition to this they are analysing known aspects of the new oxychlorination technology developed by their competitors. Furthermore, in the last year there has been an increase in the number of minor safety incidents and near misses reported at Ramsay Limited’s older plants and at the PVC facilities of important neighbouring clients. To ensure that these incidents do not escalate into more serious safety incidents, a review of the control, dynamics, transport and safety of these plants is required. With these issues in mind, Ramsay Limited has requested your company to carry out this evaluation of their existing and new technology options with the aim to ensure the safety of their existing process is maintained and to improve their commercial advantage over their leading competitors.Please check the official pdf I have uploaded – but all the reports are in response to the above briefing!
Report : Safety review of direct chlorination reactor and EDC cracker units
The first stop on our journey to discover the role of NGOs, their relationship to governments and other organizations, and the challenges surrounding their missions is a definition of the term NGO. For this discussion, you will select one type of NGO from the following list:
Post to a definition of the type of NGO you selected and at least two organizations that you think fall into this category. Justify your examples by applying them to the corresponding concepts from the assigned readings. Your post should not exceed 200 words.
Definitions of NGOs
UNTESTThis is an open note/material/resource assignment. You may discuss all you want about the Unit through Piazza, but this assignment is to be your own original work. All unit Untests will utilize the following format.PART I. MULTIPLE CHOICE QUESTIONS – 20 points total In this section, you must create FOUR quality multiple choice questions over the basic facts of the unit. Create questions over key pieces of historical fact that are the most important for the overall understanding of unit materials. Questions can be over concepts, ideas, people, places, events, etc. The question should be meaningful and not a “gotcha” or trick question to see how close someone read. Your correct and incorrect answers should be clearly identified (you should have a minimum of 4 answers per question) and a test taker should have to stop and consider the answers carefully.Once you have crafted your four question and provided four answers to choose from (identify your correct answer), you must then explain the question. Why did you think this question was important enough to be on your imaginary exam? Why is the correct answer correct and the incorrect answers wrong? Why did you choose the answers that you did? Do this for each of the four questions.II. KEY ID – 20 pointsIn this section, you must create ONE ID for a test. IDs are keypeople, places, events, or concepts (so “George Washington” or “trickle-down economics” for example). For each ID you will provide a sample answer (explaining the who/what, where, when, and why it is important). After providing your ID and sample answer, you will then need to explain why you chose this ID for the list, what makes it so key that it should appear on your imaginary test? III. CONNECTIONS – 20 points A connection is just that, an explanation of how two or more historical facts fit together. Here is a non-history example that will give you an idea of what is expected:Fact 1: Men’s College football teams at the NCAA I FBS level can award a maximum of 85 scholarships to playersFact 2: The US Women’s National Team has just won the World Cup for the 4th time and has played in 5 of the 8 Women’s World Cup finals and US National Women’s Teams dominate Olympic competitions (Soccer, Softball, Ice Hockey, Volleyball, Rowing, Water Polo).Connection: Title IX (of the Educational Amendments of 1972) legislation requires gender equity in both the classroom and school related activities at both the K-12 and collegiate level. At the time Title IX became law, women’s sports in schools and colleges was often underfunded or non-existent while men’s college football (and high school football in states like Texas) had money thrown at them. The law requires that men and women have proportional access to athletic scholarships at the collegiate level. Since most NCAA I level universities field large men’s football teams, they needed to field teams in women’s sports to remain in proportional compliance (you have to offset those 85 male players somehow). Therefore, high schools and colleges began fielding teams in quite a few different sports to be in compliance with Title IX and more American women began playing team sports. Today, the national averages are 1 in every 2.5 women play a sport in high school. The best of these female athletes now go on to play college sports, and national teams are pulled from the best of college athletes. Women have come to dominate Olympic Team Sports because American women have gender equity in team sports in high schools and colleges thanks to Title IX; few other countries have gender equity in sporting opportunities, particularly at the team level, for girls through schools and fewer girls play team sports in other parts of the world.For this part of the Untest, I want you to make ONE connections from the time period covered in the unit. The facts should be different facts (not two sides of an issue, battle, debate, etc.) that may not seemingly be connected, but are. List the two historical facts and then explain the connection. IV. Geographic Connections – 20 pointsA geographic connection is similar to the connections above, except that at least one of the facts is related to geography, climate, or environment. (Remember the discussion of how geography and history are related). You need to make 1geographic connectionsV. Overall Takeaway – 20 pointsThis is an “un-essay.” Instead of giving you a prompt and having you write a full-length essay, I want you to sit back and think about the unit as a whole. What are your key takeaways (these are the most important overall themes of the units)? How would you explain these most important “big picture” concepts of American history? How would you explain this in a paragraph (think of this as a two-minute elevator speech on US History to someone who knows nothing about the subject).Note that your paragraph (which should be 100-200 words) should follow rule of three formatting and contain a thesis statement and supporting evidence.
The University of Texas at Arlington History Open Note Geographic Connections Essay
Writer’s Choice Essay
Writer’s Choice Essay. Hello, I want to know if you guys do this kind of assignment. If you do, I can imagine that I need to pay extra for you doing the Genetic Family History Form and the Genogram. How much more I need to pay for this? I already pay for the 3 pages Essay. Attached are the assignment instructions and the form.Writer’s Choice Essay
HIST University of California Santa Barbara Why Was Bolshevism a Threat to USA Essay
essay help online free HIST University of California Santa Barbara Why Was Bolshevism a Threat to USA Essay.
I’m working on a History writing question and need support to help me study.
I would like a full edit of the essay I have written. Change anything necessary to make this a final and polished mini essay. I need help with the thesis and need a tutor that is educated on the subject to make sure my essay completely answers the prompt and includes everything that is asked for. I don’t only need help with structure and grammar, but mainly need help with the CONTENT and its validity.Prompt: Why was Bolshevism a threat to the United States? Requirements: 250 words that include an introduction paragraph with a thesis statement, 1-2 body paragraphs, and a brief concluding paragraph about my thoughts of the primary source. Answer MUST be based on the attached document and include 2 quotes from it. Clearly answer the prompt with proper spelling and grammar.
HIST University of California Santa Barbara Why Was Bolshevism a Threat to USA Essay
“Buffalo Bill’s America: William Cody and the Wild West Show” by Louis Warren Critical Essay
“Buffalo Bill’s America: William Cody and the Wild West Show” by Louis Warren Critical Essay. Book Summary The book, ‘Buffalo Bill’s America’, is an historical account of the legendary William Cody and the ‘Wild West show’. The author, Louis Warren, attempts to reconstruct Cody’s persona by giving a detailed account of Cody’s heroic exploits during his career. The three-part book covers the life of the infamous Buffalo Bill Cody and his popular entertainment show, the “Buffalo Bill’s Wild West” that focused on American prosperity in the 19th Century (Warren 8). In the first section, Warren traces the origins of the Wild West show and its influence on Cody’s early life. In the second section, he describes the evolution of Cody’s Wild West show and his exploits during his adventures in America and beyond. In the third and final section, the author narrates the fall of Bill Cody in the early 1900s, his devastating divorce in 1904, the collapse of his mining business in Arizona and the fall of the World West show. Also, in this section, the author links Cody’s eventual downfall in the early 20th Century to unpopularity of his mythical strategies. Important Lessons a Reader can Learn from the Book After reading the book, the theme of American prosperity and civilization in the 19th Century becomes clear to the reader. Warren describes how Cody teamed up with a gifted publicist, John Burke and a popular promoter, Nate Salsbury, to attract the American bourgeoisie by depicting their show as an epitome of American progress (172). The promotional material described “’Buffalo Bill’s Wild West’ as not a show in the theatrical sense of the term, but an exposition of the progress of civilization” (Warren 156). The reader gets the impression that Cody’s show enlightened the audience about the rich history of the American West. Another important theme in this book is the merging of diverse cultures and the multiculturalism that characterized the Wild West heritage in the 19th Century. The author explains how Cody ‘inverted’ everything in his shows by presenting the British as the innocent and the native tribes as the rebels. Warren writes that “gunpowder entertainment and Indian wars” characterized Cody’s entertainment show, which is an indication of the merging of cultures (172). Cody showcased the Western heritage, including buffaloes and horses, wars, fires and cyclones, which appealed to both the Native Americans and Europeans. The packaging of his shows tells the reader about the attitudes of his audience towards labor strife, gender relations and race, which characterized the Wild West’s past. How the Author Communicated His Message Warren employs a number of strategies in his book to create a balanced portrayal of Cody. Cody’s life, career and exploits are largely mythical. To differentiate truth from fiction, Warren delves into Cody’s love life, his marriage in Kansas and the role his family played in his show business. According to Warren, the desire to appear authentic and appeal to his early clients (white families) motivated William Cody to marry and start a family life (117). By exploring Cody’s marriage and his subsequent divorce, Warren succeeds in separating truth from the myths that surrounded Cody’s life and colorful career. Warren also chronicles Cody’s life through various social, economic and political contexts, which characterized the 19th Century. Instead of discrediting his false exploits, Warren seeks to understand Cody’s deeds from his perspective. Warren traces Cody’s journey through many contexts, including his Wild frontier experiences as a gold seeker, an Indian fighter, a soldier, an entrepreneur and a scout, which became embodied in the legendary Cody Buffalo Bull. In this way, the author identifies plausible items in Cody’s achievements and separates them from fictitious deeds. For example, Warren regards Cody’s assertion that, as a boy, he rode for a horse-race (Pony express) as false, but regards his claim that, in 1876, he helped solders mounted on horses cross the border between Nebraska and Wyoming as authentic (98). The author’s approach helps demystify Cody’s life and accomplishments. What the Author was Trying to Do The author explores Cody’s life and career, which were shrouded in mystery, in a bid to unearth the truth. He examines each aspect of Cody’s show and delves into his family life in a bid to reconstruct Cody’s true persona, which embodied the Wild West. More importantly, in his search for the truth, Warren attempts to tell the readers about the attitudes and values of the 19th Century audiences. His account of Cody’s exploits tells the readers about incompatible societal attitudes towards issues of race, industrial relations and masculinity in the 19th Century America. Warren contends that Cody’s performance, which involved cowboys and cowgirls riding horses, was a show of “the superiority of the white people in the making of domestic space and in settling” (175). He further explains that Cody’s riders, who were drawn from the immigrant communities, “reinforced the white supremacy as the culmination of world history” (181). In this regard, Warren achieves two things; first, he reconstructs Cody’s actual persona, his show and exploits, and second, he communicates to the readers the history of multiculturalism in the Wild West. Works Cited Warren, Louis. Buffalo Bill’s America: William Cody and the Wild West Show. New York: Vintage, 2006. “Buffalo Bill’s America: William Cody and the Wild West Show” by Louis Warren Critical Essay
CSCI 4441-01 / CSCI 6655-01 Web-Database Application Development Fall 2021 || Final Project The objective of this project is to test you in both frontend and backend knowledge. In this project, you
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