This document provides instructions for a group coursework on simulating a process for producing benzene from toluene using Aspen. Students must: 1) conduct a vapor-liquid equilibrium analysis to select a suitable property method and assess if distillation can be used for separation, 2) develop a base case simulation meeting various reporting requirements, and 3) complete an extension study on a selected topic with further modeling and analysis. The simulation aims to produce 65,000 tons/year of 99.5% pure benzene from toluene using a catalytic reactor, with details provided on the reaction kinetics and equipment.

1. Process Simulation (CE2105) Aston University
1
Dr Amir Amiri
Coursework
---------------------------------------------------------------------------
-----------------------------------
Important Notes:
1. The designated coursework enable you to demonstrate your
skills in practical
utilisation of the commercial process simulators for process
computations. Moreover,
you show your competence in analysing the results.
2. This is a group work in which all members MUST evenly
contribute. Peer
assessment will be done to evaluate individual members’
contributions.
3. As the class test will be an individual assessment with similar
elements to this work,
your attempts for this commitment certainly equip you with the
necessary skills to
properly accomplish that part of the module’s assessment too.
4. The given problem is same for all groups. The contents that
can make your work
more distinguishable are, but not limited to, a good literature
review, rigorous results,

2. high quality interpretation, well managed and articulated report,
etc. These are highly
recommended as definitely make your work outstanding.
5. Critical thinking and interpretation of the results is required
and highly acknowledged.
The more professional/technical interpretation, the higher value.
This is an open task
that you can put in creativity and analysis skills. Few examples,
but not all, can be
commenting on: How well the process is simulated and if you
see any problem how
you can resolve/improve it? What are the assumptions used for
simulation simplicity
that might be risky for final results’ accuracy, why? Can these
assumptions be
avoided? If so how? How the simulation results improves your
understandings about
this case study? How can you use them to suggest process
improvement strategies?
Support your answers with examples and results.
6. You should submit your simulation and report files.
Maximum page limits are given
for some sections of the report, and are indicated with square
brackets.
7. You are welcome to ask your questions by contacting
Lecture/tutors. The
response(s) to your question might be posted on the website
(BB) to be accessible
by all students.
8. Further guidance will be given in lecture/tutorial times or via
the website updates.

3. Technical tasks and report preparation
Part A: Simulation Principle and VLE [Repot: 4 pages, Marks:
20]
(a) Which Fluid Package/Property Method can be suitable for
this simulation? Justify
your answer through Vapour Liquid Equilibrium (VLE)
evaluation.
Note: In order to make decision on which Fluid
Package/Properly Method is
suitable for this project, you may compare VLE data (such as
xy, Txy and Pxy
equilibrium data) attained using 3 to 4 Fluid Package/Property
Method and judge
which one(s) are more reliable. Moreover, you may compare the
theoretical xy
data (achieved by using Fluid Package/Property Method) with
practical data for
the same species and under same conditions (T, P). For practical
data you may
refer to the literature or search in Aspen data base for
equilibrium data (i.e.,
NIST).
(b) Separation of the final products and other species is
necessary. Conduct a VLE
analysis and discuss if distillation process can be used for
separation and if any
processing difficulty, such as azeotrope formation, may occur.
Essa Alshayji
Essa Alshayji

4. Essa Alshayji
Process Simulation (CE2105) Aston University
2
Dr Amir Amiri
Part B: Base case simulation [Repot: 8 pages; Marks: 45]
Develop an Aspen Plus simulation of the process as given in the
Process description with
the details given. Please use the same stream names as given in
Figure 1. For your report,
please provide the following titles:
(c) Simulation file with proper units/modules and without
error/warning (14 marks)
(d) Aspen Plus PFD printout: a neat arrangement of the
flowsheet (2 marks)
(e) Input Summary (1 marks).
(f) Stream tables: Showing material stream, energy stream and
composition
information; must be easy to read. (1 marks)
(g) Brief simulation notes on:
1. Three problems encountered and how you solved those (3
marks).
2. Three modelling decisions you had to make (3 marks).
3. Three independent checks you performed to give you
confidence that the
simulation results are correct, with evidence (6 marks).
4. Two technical discussion you would like to make about how
the simulation

5. results help you to understand and interpret this process (10
marks).
5. A discussion of how your simulation might differ from reality
and the top three
things you would do to improve the fidelity of the work (5
marks).
Part C: Extension study [Repot: 8 pages; Marks: 25]
Decide on ONE topic related to your simulation to investigate
further and perform a detailed
study of it. Some possible topics include:
• More detailed reactor modelling, including kinetics for the
main reaction and
accounting for the side reaction that forms biphenyl, with case
studies or optimisation
of the reactor size or operating conditions.
• Energy integration around the reactor and/or other parts of the
process.
• Study into the effect of the choice of property package on the
simulation, for the
whole process and for selected individual units, including a
comparison with any
available data.
However, you are strongly encouraged to think of your own
topics or interesting variations on
the above. You need literature review and further reading for
this. If you would like to do
something different, please consult your lecturer about its
suitability beforehand.

6. (h) State what you are going to study and why. (4 marks).
(i) Clearly outline your assumptions and methodology. (4
marks).
(j) Present evidence of your work: modified PFD(s), Input
Summary file(s) and
stream table(s); manual calculations; and similar as needed. (5
marks).
(k) Present and discuss the results, including comments on their
implications for the
process. Please draw on your knowledge gained in other units to
help answer
this question. (8 marks).
(l) Discuss the top two things you would do to improve the
realism of your extension
study. (4 marks).
Essa Alshayji
Essa Alshayji
Essa Alshayji
Process Simulation (CE2105) Aston University
3
Dr Amir Amiri
Report Quality [Marks: 10]
Report structure and quality must be professional, written in

7. technical and correct language.
Please use a standard report format, proper fonts and
titles/subtitles with an Executive
Summary [0.5 pages] and a Conclusions and Recommendations
section [1 page].
Equations, tables, graphs and pictures quality and consistency
are important. Use Part A to
Part C as title of each section, started from a new page, and
each item (a - l OR 1 - 5) as
subtitles.
All files generated, including Aspen Hysys/Aspen Plus
simulations, spreadsheets and the
final report document itself, should be submiited electronically.
In the report, please very
briefly describe the contents of each simulation and spreadsheet
file.
Advice
Save your Aspen Hysys/Aspen Plus work often, and give the
file a different (version) name
when you complete a major step in the flowsheet. It is a good
idea to save it just before
linking up a recycle stream. All of the skills you need to
complete this report have been
covered in the tutorials and lectures.
Submission
One electronic submission for each group with proper file
names
- Please use one of these formats for the report’s file name:
G_ Your Group Number.doc OR G_Your Group Number.docx

8. [Example: G_100.docx]
- Please use one of these formats for the simulation’s file name:
If you use Aspen Plus: G_ Your Group Number.apw [Example:
G_100.apw]
If you use Aspen Hysys: G_ Your Group Number.hsc [example:
G_100.hsc]
PROCESS DESCRIPTION STARTS FROM THE NEXT PAGE.
Essa Alshayji
Essa Alshayji
Process Simulation (CE2105) Aston University
4
Dr Amir Amiri
Process description
The preliminary process flow diagram (PFD) shown in Figure 1
represents a plant for the
production of benzene (C6H6) from toluene (C7H8) by an
exothermic reaction with hydrogen in
the presence of a solid catalyst:
C7H8(g) + H2(g) Æ C6H6(g) + CH4(g) (1)
The proposed production rate is 65,000 t/y of 99.5 mol% pure
benzene, based on 7920 hours
of plant operation per year.

9. Fresh and recycled liquid toluene is pumped from tank TNK-
100 and is combined with a high
pressure hydrogen feed and a recycled gas stream in unit MIX-
100. The combined feed
stream S4 is vaporised using high pressure steam in exchanger
E-100 and then heated further
to 600°C in fired heater E-101 prior to being fed into reactor R-
100. The feed enters the reactor
at a pressure of 2500 kPa. The reactors is of the catalytic
packed bed type, is operated
adiabatically and is intended to achieve 75% conversion of
toluene. The feed contains a large
excess of hydrogen, which acts as a diluent to moderate the
temperature rise in the reactor.
A small flow of cold gas, stream S24, is used for further reactor
temperature control. The
reactor effluent is cooled and partly condensed in exchanger E-
102 using cooling water and
partial separation of this stream is achieved in high pressure (V-
100) and low pressure (V-
101) flash drums. Part of the overhead vapour from V-100 is
recycled via compressor K-100
to the reaction section. The liquid product from the low pressure
flash drum is heated to near
its bubble point in E-103 using low pressure steam and is then
distilled in the benzene column.
The column produces a high purity benzene distillate, S18, an
impure toluene bottoms stream,
S19, which is recycled to the toluene storage tank, and a small
non-condensable gas stream,
S16, vented from the column’s reflux drum. This vent stream,
the balance of vapour from V-
100 and all the vapour from V-101 are combined in MIX-101
and become fuel gas for use in
the plant or elsewhere on the site. The benzene product from the

10. column is cooled in
exchanger E-104 using cooling water prior to being pumped to
storage.
In the Aspen Hysys simulation, it is suggested that the benzene
column be modelled by a
combination of two units: X-100, a component splitter, and T-
100, a shortcut distillation
column. This is because the Aspen Hysys shortcut column
model cannot produce both vapour
and liquid overhead products. Hence a simple component
splitter is used to remove all the H2
and CH4 in the feed S15 prior to its entry to the shortcut
column. Please note that unit X-100
does not exist in reality – stream S16 should actually be
produced from the top of column T-
100 along with the liquid distillate S18.
Appendix 2: Reaction information
The main reaction taking place in the packed bed catalytic
reactor is:
C7H8(g) + H2(g) Æ C6H6(g) + CH4(g) (1)
For the particular catalyst in the reactor, the rate of reaction of
toluene in kgmole/(m3.s) is
given by
r1 = k1 . exp(–E1/(RT)) . CC7H8 . CH20.5 (2)
where k1 = 2.29×1011 (kgmole/m3)–0.5.s–1, E1 = 2.13×105
kJ/kgmole, and C is molar
concentration in kgmole/ m3. Note that this rate equation applies
in the vapour phase only and
is valid in the range 500–900°C.

11. Essa Alshayji
Essa Alshayji
Process Simulation (CE2105) Aston University
5
Dr Amir Amiri
An unwanted, reversible reaction also takes place in which the
benzene product reacts further
to form biphenyl (C12H10):
C6H6(g) ' ½C12H10(g) + ½H2(g) (3)
The rate of the benzene consumption via reaction (3) in
kgmole/(m3.s) is given by
r2 = k2 . exp(–E2/(RT)) . CC6H62 – k3 . exp(–E3/(RT)) .
CC12H10 . CH2 (4)
where k2 = 3.8×1014 (kgmole/m3) –1.s–1, E2 = 2.68×105
kJ/kgmole, k3 = 2.2×1015 (kgmole/m3) –
1.s–1 and E3 = 2.68×105 kJ/kgmole (also). This information
also applies in the vapour phase for
500–900°C.
To get started in your study, consider the following reactor set-
up:
• Reactor orientation: Vertical, with gas downflow
• External heat transfer: None (adiabatic)
• Reactor diameter: 2.2 m

12. • Reactor height: 10 m
• Pressure drop: 100 kPa
You can consider modifications to the reactor, e.g. changes to
length and diameter, two
packed bed stages with inter-stage heat transfer, addition of
stream S24 at some position
along the length of the reactor rather than with the main feed
stream, different operating
conditions within reason (inlet temperature, pressure), …
You may wish to explore how the reactor behaves in isolation;
that is, for fixed streams S6
and S24 as found in the base case simulation, or you can link
the reactor with the rest of the
process and investigate the effect that reactor changes make on
the whole flowsheet.
Further information
As this is an open-ended and self-selected problem, more
information will likely be
needed than appears here. You are encouraged to find the
information yourself, but if
you have trouble please contact your lecturer. However, any
extra information
provided by the lecturer may be shared with whole class via the
unit web site
Essa Alshayji
Essa Alshayji
Process Simulation (CE2105) Aston University

13. 6
Dr Amir Amiri
Figure 1: Process Flowsheet
TN
K
-1
00
TO
LF
E
E
D
S
1
P
-1
00
S
2
S
3
S
4

14. E
-1
00S
5
R
-1
00
S
6
S
8
S
7
E
-1
02
hp
s
ai
r
E
-1
01

15. fg
cw
V
-1
00
S
9
S
11
S
10
V
LV
-1
00
V
-1
01
S
14
S
12
E

16. -1
03
S
15
lp
s
S
13
V
LV
-1
01
S
26
S
21
TE
E
-1
00
V
LV
-1
02

17. S
25
K
-1
00
S
20
TE
E
-1
01
S
23
S
22
S
24
M
IX
-1
00
H
2F

18. E
E
D
T-
10
0
X
-1
00
S
17
S
19
S
18
E
-1
04
B
E
N
ZE
N
E

19. cw
S
16
FU
E
LG
A
S
M
IX
-1
01
cw m
ps
Essa Alshayji
Essa Alshayji
Process Simulation (CE2105) Aston University
7
Dr Amir Amiri
Appendix 1: Equipment and stream information for the base
case simulation

20. Value Comment
Property
package
SRK SRK = Soave-Redlich-Kwong
Reaction See reaction (1)
Toluene conversion: 75%
Enter as a “Conversion” reaction. Exothermic.
You will need to use reaction kinetics after you
successfully simulated a constant conversion
case. This will be more rigorous model by using
kinetics information in the simulation.
TOLFEED Temperature: 25°C
Pressure: 190 kPa (abs)
Toluene: 108.0 kgmol/h
Liquid toluene feed stream. Note boiling point of
toluene at 1 atm is 111°C.
H2FEED Temperature: 25°C
Pressure: 2550 kPa (abs)
Hydrogen: 284.2 kgmol/h
Methane: 14.9 kgmol/h
High pressure hydrogen feed stream with
approx. 5% methane impurity.
TNK-100 Toluene storage tank. Enter as a “Tank” unit if
you use Aspen Hysys or enter a “Separator” (
flash separator) if you use Aspen plus.
S1 Toluene vent stream. Zero flow expected in

21. normal operation.
P-100 Outlet pressure: 2580 kPa (abs)
Adiabatic efficiency: 75%
Toluene feed pump. Energy stream “P-
100DUTY”.
E-100 Outlet temperature: 225°C
Pressure drop: 30 kPa
Reactor pre-heater. Vaporises toluene feed.
Heated with high pressure steam. Use “Heater”
unit. Energy stream “E-100DUTY”.
E-101 Outlet temperature: 600°C
Pressure drop: 20 kPa
Reactor furnace. Heated by combustion of fuel
gas and air, producing flue gases. Use “Heater”
unit. Energy stream “E-101DUTY”.
R-100 Pressure drop: 100 kPa Benzene reactor. Vertical
catalytic packed bed
gas-phase reactor operating adiabatically. Note
large excess of hydrogen supplied to reactor, far
above stoichiometric requirement. You may use
the “Conversion Reactor” model for simplicity.
But you can use reaction kinetics data given in
the appendix for a more rigorous simulation.
S24 This stream (recycled H2 / CH4, approx. 45°C,
small flow) assists with reactor temperature
control using a “cold shot” strategy.
S8 Fictitious reactor liquid product stream. Should

22. always be zero flow.
E-102 Outlet temperature: 38°C
Pressure drop: 10 kPa
Reactor effluent cooler. Cools the reactor
product, most of the benzene and toluene
condenses out. Cooled using cooling water. Use
“Cooler” unit. Energy stream “E-102DUTY”.
V-100 High pressure flash vessel. Vertical vessel.
Adiabatic, negligible pressure drop.
TEE-100 S20 flow ratio: 73% Gas recycle tee. Remaining flow
(27%) goes to
fuel gas line.
VLV-100 Outlet pressure: 290 kPa (abs) HP flash level control
valve. Use “Valve” unit.
V-101 Low pressure flash vessel. Vertical vessel.
Adiabatic, negligible pressure drop.
E-103 Outlet temperature: 90°C
Pressure drop: 30 kPa
Column pre-heater. Heats up the mostly
benzene / toluene mixture to near its bubble
point. Heated using low pressure steam. Use
“Heater” unit. Energy stream “E-103DUTY”.
Essa Alshayji
Essa Alshayji

23. Process Simulation (CE2105) Aston University
8
Dr Amir Amiri
Value Comment
VLV-101 Outlet pressure: 260 kPa (abs) LP flash pressure
control valve. Use “Valve”
unit.
X-100 All H2 and CH4 to S16
All C6H6 and C7H8 to S17
Use stream flash specifications.
Use lowest feed pressure option.
Fictitious unit. Needed because shortcut column
model used for benzene column (T-100) cannot
handle a partial condenser with liquid distillate.
Small flow (approx. 0.6% of feed) of light gases
are removed prior to the shortcut column. Use
“Component splitter” unit.
S16 Temperature: 113°C This light gas stream should be vented
from the
reflux drum of the benzene column. The
temperature needs to be specified to assist in
the X-100 flash calculations. It should be set the
same as the distillate from the benzene column,
but setting it manually is ok initially.
T-100 Top product phase: Liquid
Light key (benzene) in bottoms:
3 mol%
Heavy key (toluene) in distillate:

24. 0.5 mol%
Condenser pressure: 250 kPa
(abs)
Reboiler pressure: 280 kPa (abs)
Use reflux ratio of 1.3 × minimum
reflux ratio
Benzene column. Sieve tray distillation column.
Tray efficiency about 60%. Produces 99.5 mol%
pure benzene product as liquid distillate.
Bottoms is essentially toluene to be recycled. As
noted in X-100, the shortcut column model
cannot handle a partial condenser with both
liquid and vapour distillates. Use “Shortcut
column” unit. Energy streams “CONDUTY” for
condenser, “REBDUTY” for reboiler.
If you are using Aspen Plus, try a rigours column
template.
E-104 Outlet temperature: 38°C
Pressure drop: 20 kPa
Benzene cooler. Cools product prior to storage.
Uses cooling water. Use “Cooler” unit. Energy
stream “E-104DUTY”.
K-100 Outlet pressure: 2550 kPa (abs)
Adiabatic efficiency: 75%
Recycle gas compressor. Returns H2 and CH4
rich gas back to reaction section of the plant.
Energy stream “K-100DUTY”.
TEE-101 S24 flow ratio: 5% Reactor temperature control flow
splitter. See

25. S24 in this table. Remaining flow (95%) gets
mixed with main reactor feed and undergoes
preheating.
VLV-102 Outlet pressure: 260 kPa (abs) HP flash pressure
control valve. Use “Valve”
unit.
BENZENE Main product stream ready to be sent to
storage.
FUELGAS Fuel gas by-product composed mostly of
hydrogen and methane. May be burnt to provide
energy, or possibly reprocessed to recover H2 to
recycle to process.
Essa Alshayji
Essa Alshayji
Essay 2
The following options are for your second paper in this course.
You may choose one of the prompts. Submit your thesis and
one-two page outline with works cited by no later than
Saturday, March 27, 2021 to be posted on a Discussion Forum
on Blackboard. The final paper is due between April 1st to 4th
and the final deadline is April 4th. NOTE THESE DATES ARE
CHANGED FROM THE SYLLABUS. The outline should break
down major ideas with textual examples. Outline format and
quotation tips are posted on Blackboard under Content for your
information and guidance. An outline should help you organize
and develop ideas and serve as a guide to your paper. The
paper should be five (5) pages in length and conform to MLA
style with appropriate heading. If you need examples, let your

26. instructor know. If you opt to do research, the research must be
from credible sources (and Wikipedia is not a credible source)
and conform to MLA format. Blogposts and. coms will not be
acceptable research. Check Hacker’s A Writer’s Reference or
the Purdue OWL at www.purdue.edu/owl for the correct paper
presentation style and outlines. A brief paper format guide is
with your syllabus for this course. You must cite from the
literature to illustrate and support your ideas, which requires in-
text citing and provide a Works Cited page. All sources, the
novel included, must be cited. Finally, do not plagiarize!
Prompt : Suicide or attempted suicide is a real problem for
students at universities in the United States. Research the
prevalence of suicide at universities, providing statistics for
those who committed suicide and for those who attempted it.
Examine pressures exerted on students that take them to the
brink, and use the novel as an example of a case study of a
student who loses a grasp on reality. How does Plath’s
character (and Plath) demonstrate characteristics of suicidal
tendencies similar to students who may be suicidal? What
services are available today but were not available in the 1950s?
You will need to do research for this prompt.
My outline:
Thesis Statement:
Many times throughout Sylvia Plath’s The Bell Jar, Esther
Greenwood, the narrator, stares in the mirror several times and
feels insecure in her appearance, experience, or other aspects.

27. Due to Esther's mental condition, the readers and reviewers of
The Bell Jar begin to reflect on her changing self-perception;
Esther's self-image began negatively at the beginning of the
novel and deteriorates throughout the novel, leading her
depression to escalate.
I. Introduction: Basic summary on The Bell Jar, Percentage of
college students in the U.S. that considered suicide from 2010-
2020, Esther’s role in the novel
· The Bell Jar is a novel about Esther Greenwood who is a
college student who aspires to be an author. She is chosen for a
month-long summer internship as a guest editor at Ladies' Day
magazine, but her time being in New York City is unfulfilling
as she grapples with identity and social norms.
· Esther Greenwood in Silva Plath’s autobiographical novel The
Bell Jar is a young and intelligent woman. Esther never really
learned how to develop herself as an independent. She has
gotten used to being a dependent on other people and she
follows their decisions in life. Esther is torn between trying to
start a family and continuing on with her career.
· When it comes to the principles of suicide, it is important to
remember that suicide is a deliberate act with very serious
repercussions.
· (Number of institutions and students in the years of 2010-2020
that have attempted and thought of committing suicide in the
United States.) From 2010-2015 there were 531 institutions and
393,884 students. From 2016-2020 there were 754 institutions
and 884,719 students.
II. Body: Suicide Prevention in College Students, Suicide
Second Highest Cause of Death Among College Students,
· Esther becomes unstable than ever before, and she attempts to
commit suicide. She attempts to slit her wrists but can only
manage to cut her calf instead. She wants to hang herself, but in
her low ceilinged home, she cannot find a spot to tie the string.
She tries to drown herself at the beach with friends, but she

28. never floats to the top of the water.
· A year, over 1,000 students commits suicide on college
campus.
· 80-90% of college students who took their life by suicide have
not received help from college counseling centers.
· According to the Centers for Disease Control and Prevention,
suicide is ranked second in most common cause of death
amongst college students in the United States.
· Plath’s character demonstrates characteristics of suicidal
tendencies similar to the students who attempt suicide.
· The novel revolves around Esther and how she needs to learn
how to live with herself, society, and attempted suicide
recovery.
Plath’s character similar tendencies with students of attempted
suicide:
· When other interns and demanding boss surrounded Esther,
she felt very isolated from society and nervous about her future.
- Students on campus sometimes feel isolated from other
students because they can’t fit in.
· Esther’s boss made her feel guilty and not confident in herself
because when she asked her what she will do after college.
(Early symptoms of Esther’s depression)
· Not all students know what they are going to do after college
and they are nervous about what the future holds.
· Esther feeling like no one understands her
· Students feel like they are all they got and no one will
understand the things they go through.
· Esther feels pressure when she realized that she needed to fit
in society.
· Students in college will always try to fit in into the community
and standards that are set on campus.
Esther represents the students in college who suffer from
depression and attempted suicide. She plays a role that students
in universities go through on the daily of trying to satisfy others
and following them. Esther loses a grasp on reality during her

29. internship and she doesn’t know how to be herself because of
The Bell Jar. Students in college are supposed to focus on their
classes and major to build a career. Instead, they are worried
about other students and “fitting into society.”
III. Conclusion
· Suicide is a major concern across the United States in colleges
and universities. Students usually hide their mental health
issues because they are ashamed of it.
· In the 1950s, ignorance about mental health meant that there
was extreme stigma and fear surrounding it. Most of the people
with mental health issues were considered “lunatics” and were
then sent off to asylums. This caused more damage to the
person. There was never really an incentive way to treat these
people/ students.
· Throughout the years, till 2010, there was been a shift of
strategic focus towards the mental health prevention.
· “A world with good mental health for all is a vision that will
take a global movement to achieve. It can only be achieved by a
fundamental reassessment of the power of prevention to support
mental health.” (Famous quote, break it down and analyze it)
· There are plenty of facilities now that are provided for the
people that are diagnosed with a mental illness.
· There are programs, hospitals, plenty of doctors specialized in
different mental illnesses, counselors, and more.
· Universities provide students a counselor for them to talk to.
They are very open-minded. The counselors also help you based
on your situation, and check on you almost every week to see if
you progressed.
· Now there is also a phone number you or your loved one can
dial and call when feeling suicidal and want help. There are lots
of opportunities people can take now to cure 2them from the
mental illness comparing it to the 1950s where there was
nothing.
*Opening up to my audience about my cousin that is suffering

30. from schizophrenia and how it is a difficult mental illness as
well as the illness being a suicidal ideation. *
Works Cited
Brodbeck, Ben. “Suicide Second Highest Cause of College
Deaths.” SafeColleges, Ben Brodbeck,
www.safecolleges.com/suicide-second-highest-cause-of-death-
among-college-students/.
Elflein, John. “Suicide Considerations among College Students
by Year U.S. 2010-2020.” Statista, John Elfein, 20 Jan. 2021,
www.statista.com/statistics/827344/suicidal-thoughts-among-
college-students-receiving-mental-health-services-us-by-year/.
Millard, Chris. “Self-Harm Becomes Epidemic: Mental Health
(1959) and Suicide (1961) Acts.” A History of Self-Harm in
Britain: A Genealogy of Cutting and Overdosing., U.S. National
Library of Medicine, 16 Aug. 2015,
www.ncbi.nlm.nih.gov/books/NBK333527/.
Plath, Sylvia. The Bell Jar. Faber & Faber, 2019.
Smith, Rachel. “Our History and Future: 70 Years of the Mental
Health Foundation.” Mental Health Foundation, Rachel Smith,
15 July 2019, www.mentalhealth.org.uk/blog/our-history-and-
future-70-years-mental-health-foundation.