Classmate 2Week 5 Discussion Chapter 13 Cognitive Behavior

Classmate 2:
Week 5 Discussion
Chapter 13 Cognitive Behavior Therapy
Compare and contrast Albert Ellis and Aaron Beck’s approaches
to cognitive behavioral therapy.
Ellis confronted patients and disputed their beliefs in order to
convince them that their philosophies were unrealistic. In
contrast, Beck’s approach is a cooperative relationship with
patients to identify and solve problems, overcoming their
difficulties by altering thinking, behaviors, or emotional
responses (Beck & Weishaar, 2014).
Discuss the use of CBT with children who are depressed.
CBT models for depression often consist of four levels of
treatment: (1) behavioral procedures, such as contingent
reinforcement, shaping, prompting, and modeling, to increase
social interaction; (2) CBT interventions, which include pairing
successful task completion with positive self-statements and
reinforcement for those self-statements; (3) cognitive
interventions, which are used with social-skills training, role-
playing, and self-management; and (4) self-control procedures
such as self-evaluation and self-reinforcement. McLaughlin and
Christner (2012) outline ways to accomplish those tasks.
List the problem-solving steps of CBT and give an example of
the steps being used.
The counselor teaches problem-solving skills to children and
eventually encourages them to generate their own strategies.
Socratic questioning, a problem-solving worksheet, and role-
playing are used to help problem-solving. The basic steps in
problem solving involve first.
(Step 1) identifying the problem in specific, concrete terms.
(Step 2) generating solutions to the situation. This
brainstorming phase helps the child produce several

alternatives.
Step 3 involves evaluation of the option by looking carefully at
short-term and long-term consequences of each possibility.
Recording those ideas on paper makes them more concrete for
the child. After deliberating the options and consequences of
each solution, the counselor and child develop an
implementation plan for the best option.
The final step is the child rewarding himself or herself for
trying out the solution (Friedberg & McClure, 2002).
Chapter 14 Transactional Analysis
List and describe different types of strokes according to
Transactional Analysis.
Positive strokes, such as compliments, handshakes, open
affection, or uninterrupted listening, are the most desirable.
Negative strokes, such as hatred or disagreement, are better than
no recognition at all.
A middle ground is maintenance strokes, which keep
transactions going by giving recognition to the speaker but
neither positive nor negative feedback.
Give examples of the different types of ego states in
transactional analysis.
Everything in TA emerges from the belief that the human
personality has three separate ego states: Parent, Adult, and
Child (PAC). These ego states are consistent patterns of feeling
and experience with a related consistent pattern of behavior.
The Child ego state is preserved intact from childhood, or, as
Prochaska and Norcross explain, it is as if the person has a
nonerasable inner tape from their lives at age 8 and younger that
can be turned on at any time.
The Parent ego includes the same type of recordings from
childhood but can be modified as a person changes in life. The
Parent ego also comes from childhood and incorporates the
behaviors and attitudes that mimic authority figures from
childhood.
The Adult ego includes the unfeeling, data-processing part of

personality. This ego state develops gradually and emerges
through the person’s interactions with the environment.
Chapter 15 Family Counseling
Explain enmeshment, disengaged, detriangulation, and first-
order and second-order change.
A key point of interest to all family therapists is the balance
families maintain between the several sets of bipolar extremes
that characterize dysfunctional families. For example, families
may struggle to find a healthy balance between too much
involvement in each other’s lives (enmeshment) and too much
detachment from each other (disengagement).
Triangulation, another important concept in Bowen’s theory,
refers to the practice of two family members bringing a third
family member into conflictual situations (Appleton &
Dykeman, 2007). Therapists attend to the extent a husband or
wife involves one of their children in a problem situation that
the two of them should handle. Another example of
triangulation is involvement of a person outside the marital
dyad, such as a lover, to fulfill unmet needs in the marriage.
First-order change occurs when the symptom is temporarily
removed, only to reappear later because the family system has
not been changed. Haley (1976) points out that the behaviors of
family members do not occur in isolation. Rather, family
behaviors occur in a sequence in which one member’s behavior
is both the result of and the catalyst for other members’
behaviors. Fixing the symptom while failing to fix the system
does not fix the family. First-order change is typical for
dysfunctional families who work hard to maintain the status
quo.
Second-order change occurs when the symptom and the system
are repaired and the need for the symptom does not reappear.
For example, Mom and Dad quarrel, the children start a fight,
Mom and Dad stop their quarrel to deal with their children, and
a period of family peace is achieved. Until Mom and Dad find a

better way to resolve conflicts, the sequence repeats frequently,
and the peace is only temporary. Healthy families with an
adaptive facility for repairing the family system when it is
broken engage in second-order change.
Choose two models of family therapy and compare and contrast
those models.
In the simulated family game, various family members simulate
each other’s behavior; for example, the son plays the mother.
The therapist may also ask family members to pretend that they
are a different family. After this enactment, the counselor and
family members discuss how they differ from or identify with
the roles. They also allow family members to experience new
interactional patterns through identification of their current
behavior and insight into possible alternatives. By using the
growth vitality game and the leveling role, families can
experience movement from a pathological system of interaction
to a growth-producing one.
Communication games are aimed at establishing communication
skills. Satir believed that an insincere or phony message is
almost impossible to deliver if the communicator has skin
contact, steady eye contact, or both forms of contact with the
listener.
Discuss Virginia Satir's approach to family therapy.
Satir’s theory of counseling is built on communication rules.
She believed that four components in a family situation are
subject to change and correction: the members’ feelings of self-
worth, the family’s communication abilities, the system, and the
rules of the family. The rules are the way things are
accomplished in the family. Rules are the most difficult
component to uncover during therapy sessions because they
usually are not verbalized or are consciously known to all
members of the family. Satir wanted all members of a family to
understand the rules that govern their emotional interchanges,
including (1) freedom to comment, (2) freedom to express what
one is seeing or hearing, (3) freedom to agree or disapprove,
and (4) freedom to ask questions when one does not understand

(pg.489).
MEE 6501, Advanced Air Quality Control 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Examine causes of indoor and outdoor air pollution.
4.1 Describe the environmental, health, and safety (EHS)
implications of a spray booth work
system.
4.2 Develop a box and line process flow diagram (PFD) drawing
of a selected scenario.
4.3 Discuss the natural and anthropogenic variables causally
related to outdoor air pollution.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 4, pp. 101-150
Unit II Mini Project
4.2

Unit Lesson
4.3
Unit Lesson
Reading Assignment
Chapter 4: Atmospheric Effects, pp. 101–150
Unit Lesson
Many times, the public has a propensity to focus on air
pollution derived from anthropogenic activities such as
manufacturing, construction, mining, transportatio n, industrial
processes (e.g., oil and gas production and
refining) or even agricultural practices. However, as
environmental engineers, we must pause and closely
consider both anthropogenic and natural variables that seem to
be correlated to air quality.
Phalen and Phalen (2013) list several major global natural
resources that are also considered to be significant
emitters of air pollutants (e.g., particles, sulfur, oxides of
nitrogen as NOx, and carbon monoxide as CO), to
include the following: dust and soil, fires and natural oxidation,
lightning, volcanic eruptions, sea spray, and
even biological actions.
What Godish, Davis, and Fu (2014) aptly demonstrate

throughout this unit is that most of what must be
closely monitored and considered during air quality engineering
activities are actually natural precursors of
formed pollutants (such as SO2 being a natural precursor to
H2SO4 as sulfuric acid) and aerosol particles
(both natural or anthropogenic). As such, much of the
information in this unit will be within the context of
particle science.
Aerosols
The study of particle science, as it relates to total air quality
(visibility, breathability, agronomic impacts, and
global temperatures), is quite literally a combination of applied
chemistry and physics (Phalen & Phalen,
2013). Consequently, our understanding of aerosols as airborne
particles is imperative in order to adequately
understand the independent variables causally related to outdoor
air quality. This importance is only
enhanced when we further consider anthropogenic processes
(such as our course project related to an
UNIT II STUDY GUIDE
Engineering for Outdoor Air Quality
UNIT x STUDY GUIDE
Title

industrial painting operation) that necessarily have the potential
to discharge additional aerosol particles into
our air environment.
An aerosol could be defined as a particulate material that is
suspended in a gas, and thereby dispersed in air (Godish et al.,
2014; Phalen & Phalen, 2013). This particulate material
(liquids,
solids, or a combination of these two matrices) is condensed and
is consequently able to stay suspended in the gas matrix. This
provides for a mobile particulate that is able to migrate into any
areas that an unfiltered ambient gas may travel and inhabit. As
such, we may readily recognize these aerosols by different
names
in the study of air quality engineering, to include aerocolloids,
ash,
fumes, fogs, hazes, lapilli, mists, smogs, smokes, ultrafines, and
many other depictions of suspended particulate matter
outcomes.
They all refer to what we consider to be aerodisperse systems
(Phalen & Phalen, 2013).
From a simple physics perspective, we can speciate the
differences in aerosol particles by size, shape, density, and even
specific conductance. This ability to speciate is interestingly the
name (SPECIATE) of the U.S. Environmental Protection
Agency’s
(U.S. EPA) repository of volatile organic gas and particulate
matter (PM) speciation profiles of air pollution sources (U.S.
Environmental Protection Agency [U.S. EPA], 2017). By
understanding the physical characteristics among particle types
within aerosols, we can then study the behavioral potential of
aerosol types that include particle aerodynamic
equivalent diameters, surface area, particle diffusion, electrical

charge distributions, and particle motion in the
air (Godish et al., 2014; Phalen & Phalen, 2013).
These additional evaluations of aerosol particles afford us the
opportunity to statistically predict (model) air
pollution and pollution plume movement within our
environment, even while informing our engineering
strategies for coagulating, precipitating, and filtering particles
from the air (Godish et al., 2014; Phalen &
Phalen, 2013). Consequently, Godish et al. (2014) are careful to
demonstrate this with their discussion of
mercury (Hg) deposition as they discuss the element’s unique
chemistry that affects its movement between
the atmosphere and the Earth’s surface.
Control Systems
As such, a combination of physical and chemical strategies may
be employed as we engineer control systems
to mitigate outdoor air pollution, regardless of the source
(anthropogenic or natural). For example, given that
elemental Hg is environmentally mobile and readily floats or
suspends in water, we might reasonably
anticipate being able to simply filter out elemental Hg from a
drinking water source (Godish et al., 2014; Hill &
Feigl, 1987). However, given that methylmercury (CH3Hg)
tends to remain dissolved in water (Godish et al.,
2014), we could reasonably expect CH3Hg to be unable to
successfully filter out CH3Hg, and consequently we
would need to consider alternative chemical approaches. As a
direct application of this idea, it has been
demonstrated that one effective means of removing CH3Hg
from water is to chemically coagulate the CH3Hg
particle, then physically filter the total dissolved organic
material (DOM) for effective pollutant removal
(Henneberry et al., 2011).

This approach of employing both physical and chemical
processes in tandem as engineering controls for air
quality is the strategic approach that is stressed throughout the
textbook. As a reminder, the more we can
engineer the hazard out of the work system, the higher our
success rate will be for controlling the work
system and subsequently lowering the risks to humans and the
environment (Manuele, 2014). Let’s look at
another practical application of this combined approach as we
consider our course project work for this unit.
In our course project, we are provided with a scenario where
you are an air quality engineering consultant
tasked with conducting a preliminary permitting (“Permit by
Rule” or PBR) evaluation of a painting operation’s
facility for a given state’s air permit limits. You may choose
from one of three scenario options of an aircraft
manufacturing exterior coating paint booth, a rail tank car
interior lining process, or a vehicle exterior coating
Aerocolloids
Smogs, Smokes
Fumes, Fogs
Ash
Hazes, Mists
Lapilli
Ultrafines
Figure 1. Common aerodisperse system terms

UNIT x STUDY GUIDE
Title
paint booth. This becomes important when we consider states
with high-concentration air quality cities. For
example, we understand that air quality in Houston, Texas, has
apparently become worse over time, even
with stringent air quality control standards having been in place
for over 30 years (Godish et al., 2014). As an
air quality engineer, you would first obtain a copy of the
affected state’s air emissions permitting guidance
document in order to understand the permitting requirements
and the steps necessary to calculate forecasted
air emissions of gases, aerosols, and particulate matter.
Within the affected state’s guidance document, we would
quickly review the standards to find the typical
emission limits of 25 tons per year of the following: (a) volatile
organic compounds (VOC), (b) sulfur dioxide
(SO2), (c) inhalable particulate matter (by size) or PM10, and
(d) any other air contaminants. Further, we would
typically find that there is a 250 ton per year limit for CO and
NOx. Finally, we would find that the affected
state will typically pose specific limits for VOC emissions per
year, per (paint) facility, as well as solvents and
exempt solvents used in the operation.

Understandably, this may cause us some initial alarm at how to
address and measure all of these quantitative
emission limits. Consequently, we now must first gather
information from our business records, paint vendor,
and Material Safety Data Sheet (now the more current Globally
Harmonized System/Safety Data Sheet or
SDS) as a starting point. Considering the chemical compounds
present in every single product to be used in
the operations is precisely where we must begin. Further, we
will need information related to the paint
facility’s ventilation system, coating cure heaters, and even the
facility’s operational schedule anticipated for
the work system.
For our scenario, the client has provided us with all of the SDS
documents, heater technical data sheets,
ventilation system technical data sheets, paint facility drawings,
and a clear idea of the anticipated hours of
operation for the facility. This information is tabulated for you
in the scenario. However, here is how we would
have researched, documented, and tabulated that same
information from the documents provided by the
client. Let’s go through these critical steps together.
First, you would do what every safety and environmental
engineer must do. In order to fully understand a given work
system, develop a process flow diagram (PFD) of the work
system. This affords us the opportunity to clearly identify
all required materials, equipment, and direction of flow of
those materials through the equipment. When we can
effectively draw an accurate PFD of the work system, we
can then more easily anticipate transitional points of
materials exchanges (e.g., solids to liquids, or liquids to
gases and aerosols), contact and emission points, and
ultimate disposition outcomes of emissions (such as

through filters and baghouses, liquid scrubbers, flares,
straight to atmosphere through emission stacks, and so
on).
Second, you would look at the SDS information found in
section 3.0 (Composition/Information on Ingredients) of every
Occupational Safety and Health Administration
(OSHA) compliant SDS document. You would notice that
tabulated within this section are the ingredients,
each ingredient’s Chemical Abstract Service (CAS) number, and
each ingredient’s percent by weight within
the product. You would need to note every ingredient that
qualifies as a VOC and its percent by weight.
Additionally, you would need to make a note of the pounds of
VOC reported on the SDS for the entire
product. This would include both the coating (paint) and any
thinner or solvent.
Third, you would notice the vapor pressure, vapor density,
molecular weight, British thermal unit (Btu) values,
and other physical characteristics relevant to the air permit
calculations in section 9.0 (Physical and Chemical
Properties). You would make a note of these values for every
product. Understanding the physical
characteristics is arguably as important as understanding the
chemical characteristics when conducting air
emissions permitting.
Fourth, you would make note of any Hazardous Air Pollutants
(HAPs) identified in section 15.0 (Regulatory
Information) in the document. This information will be
imperative in being able to properly calculate our total
Sample process flow diagram from oil and gas industry
(Ragsac19, 2017)

UNIT x STUDY GUIDE
Title
VOC emissions in our Unit III work. A clear quantification of
VOC emissions is often the most fundamental
step for most air emissions permitting processes.
Finally, after you reviewed the SDS for every paint and thinner,
you would then look to the technical data
sheets for the heaters and ventilatio n system, as well as the
paint operation facility drawings. You would note
the relevant variables necessary to complete the VOC
calculations, ventilation calculations, and forecasted
emissions calculations. The subsequent calculated values (that
we will learn to work through in Units III-VII)
will ultimately be compared directly against the affected state’s
emission limit values. This direct comparison
will inform us as to whether or not the painting operation will
be within the PBR emission limit requirements, or
if a full-blown U.S. EPA Title V Air Permit will be required
prior to the company even breaking ground on the
construction of the new facility.
Reflect on the information we have discussed related to
aerosols, particle science, and atmospheric
conditions within this unit lesson, and mentally tie together the
concepts of engineering air quality through

environmental controls for optimal outdoor air quality. Your
clear understanding of these concepts, coupled
with the Unit I concepts, will inform your learning throughout
the rest of this course. Let’s get ready to identify
our empirical data so that we can begin to quantify our risks.
This is what environmental and safety
engineering is all about!
References
Godish, T., Davis, W. T., & Fu, J. S. (2014). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Henneberry, Y., Kraus, T., Fleck, J. Krabbenhoft, D. Bachand,
P., & Horwath, W. (2011). Removal of
inorganic mercury and methylmercury from surface waters
following coagulation of dissolved organic
matter with metal-based salts. The Science of the Total
Environment, 409(3), 631–637.
Hill, J., & Feigl, D. (1987). Chemistry and life: An introduction
to general, organic, and biological life (3rd ed.).
New York, NY: Macmillian.
Manuele, F. A. (2014). Advanced safety management: Focusing
on Z10 and serious injury prevention.
Hoboken, NJ: Wiley.
Phalen, R. F., & Phalen, R. N. (2013). Introduction to air

pollution science: A public health perspective.
Burlington, MA: Jones & Bartlett Learning.
Ragsac19. (2017). Process flow diagram, (ID 92756440)
[Photograph]. Retrieved from
https://www.dreamstime.com/stock-photo-process-flow-
diagram-concept-many-uses-oil-gas-industry-
image92756440
U.S. Environmental Protection Agency. (2017). Air emissions
modeling: SPECIATE Version 4.5 through 4.0.
Retrieved from https://www.epa.gov/air-emissions-
modeling/speciate-version-45-through-40
Suggested Reading
In order to access the following resource, click the link below.
The following article provides an interesting consideration of
the potential impact of anthropogenic carbon
dioxide (CO2) on total atmospheric CO2 concentrations. This
becomes an extremely important discussion
point in greenhouse gas emission studies related to affected
industries and municipalities, even as air quality
engineers continue to gain a better understanding of
anthropogenic versus natural greenhouse gas source
implications for our planet Earth.
MacDougall, A. H., Eby, M., & Weaver, A .J. (2013). If
anthropogenic CO2 emissions cease, will atmospheric

CO2 concentration continue to increase? Journal of Climate,
26(23), 9563–9576. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=92016220&site=eds-live&scope=site
earch.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9201
6220&site=eds-live&scope=site
earch.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9201
6220&site=eds-live&scope=site
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:
1. Closely read the required reading assignment from the
textbook and the unit lesson within the study guide, and
consider reading the suggested reading.
2. Select the PBR evaluation document to be for only one of 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.
3. 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.
4. 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).
5. 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.
6. 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.
Running head: [Shortened Title up to 50 Characters]
1
[Shortened Title up to 50 Characters]
2VOC Content Minus Water and Exempt Solvents
Name
Institution
Course Name: Course Number
Instructor’s Name
Date
VOC Content Minus Water and Exempt Solvents
EHS refers to regulations, rules, and workplace programs to
protect the health and safety of their employees, the public, and
the environment from all hazards associated with the workplace.
Therefore, effective monitoring of air quality is essential to
prevent harmful environmental releases and illness in a work
environment. According to Columbia Southern University
(n.d.), samples such as source, area, population sample is
usually taken for sampling. Besides, air analysis integrates air
quality assurance and quality control aspects to monitor all the
company processes.

Calculations for the following data;
A. One Gallon of Coating Data
VOC content (WV) = 2.8 lb. VOC per gal coating
Coating volume (VM) = 1.0 gal
Water content= 1.0 lb./gal
Water density= 8.34 lb./ gal
Exempt-solvent content = 0.5 lb./ gal
Exempt-solvent density= 6.64 lb. /gal
1. Gallons of water in one gallon of coating
VW= (1.0 lb. water) / gal water * (gal water / 8.34 lb water) =
(0.12-gal water/ gal coating)
2. Gallons of exempt solvent (ES) in one gallon of coating
= lb./gal of coating * 1.0gal of ES/ 6.64 lb. /gal of ES
= (0.5 lb. / 1.0 gal) * (1.0gal of ES/ 6.64 lb. /gal of ES) = 0.08
gallons of ES/gal coating
3. Pounds of VOC in one gallon of coating (less the water and
ES) per day
=WV/1.0gal of coating volume – gal of water volume-gal of ES)
2.8/ 1.0 gal of coating volume -0.12 gal of water volume – 0.08
gal of ES)
= 2.6 lb. of VOC/gal of coating (less water and ES volume) per
day
4. The work system is not in compliance with the state
requirements since it generates a total of 9.2 lb. VOC/5-hour

day, 3.2 more than the 6.0 lbs. of VOC/5-hour state
requirements.
References
Columbia Southern University (Ed.). (n.d.). Advanced Air
Quality Control: UNIT IV STUDY GUIDE Engineering Air
Quality for Human Health. In Advanced Air Quality Control:
UNIT IV STUDY GUIDE Engineering Air Quality for Human
Health (pp. 1–5). MEE
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
1. Describe methods for monitoring air pollution.
2. Critique air pollutant modeling equations and software.
2.1 Discuss statistical methods for modeling air pollutants.
2.2 Discuss software options for modeling air pollutants.
2.3 Calculate operational air emission rates for a selected
scenario.
3. Assess health effects of air pollution.
4. Examine causes of indoor and outdoor air pollution.

5. Evaluate health risks of air pollution exposure.
6. Estimate the impact of air pollution on the environment.
7. Evaluate air pollution control technologies.
Course/Unit
Learning Outcomes
Learning Activity
1 Unit VII Course Project
2.1
Unit Lesson
Unit VII Mini Project
2.2
Unit Lesson
Unit VII Course Project
2.3
Unit Lesson
Unit VII Course Project

Reading Assignment
Chapter 3: Atmospheric Dispersion, Transport, and Deposition,
pp. 77–98
Chapter 7: Air Quality and Emissions Assessment, pp. 269–277
Unit Lesson
In Unit VI, we touched briefly on the need to understand the
fundamentals of statistical data analysis, given
that it impacts our ability to read and understand our laboratory
analysis reports. However, in this unit, we are
UNIT VII STUDY GUIDE
Engineering Air Quality Monitoring
Systems, cont.

UNIT x STUDY GUIDE
Title
about to realize an even more pronounced need to understand
these basic concepts. We are now going to
learn to understand how our engineered air quality interacts,
and subsequently impacts, our own atmosphere.
We are now ready to investigate how these statistical tools are
inherent in our mathematical and software
models, to which we have access when working with air quality
studies.
Models
Godish, Davis, and Fu (2014) focus our attention on Gaussian
models (specifically Gaussian plume models)
for dispersion modeling, given regulatory authorities’
propensity for requesting analysis by this model type.
However, there are many more dispersion models that we need
to consider in order to understand our
options, with or without software assistance. We need to
understand that there are models better suited for
different atmospheric and structural considerations. It may be
easier to tabulate these first, then encourage
you to investigate further with a cursory Internet search for
each software solution identified from the literature
(Godish et al., 2014; Phalen & Phalen, 2013; Gurjar, Molina, &
Ojha, 2010):
Dispersion Model Structural Basis
Box model Mass-balance equation of pollutants

Gaussian plume model Steady-state atmospheric conditions
Gaussian puff model Temporal/spatial/variable
atmospheric conditions
Lagrangian model Specific fluid pollutant trajectory
Eulerian model Specific fluid properties in a control
volume at a fixed point
CFD model Fluid pollutant flows in a complex
geometric space
Further, each of these dispersion models is supported with
commercial software for air quality engineers like
us. These may be tabulated by dispersion model type. However,
the engineer must be very careful to select
software that either supports or does not support aerosol
dynamics, depending on the specific monitoring
situation (Gurjar et al., 2010):
Dispersion Model Commercial Software
Solution
Box model AURORA, CPB, PBM
Gaussian plume model CALINE4, HIWAY2, CAR-FMI,

OSPM
Gaussian puff model CALPUFF, AEROPOL, AERMOD,
UK-ADMS, SCREEN3
Lagrangian model GRAL, TAPM, FARM
Eulerian model GATOR, MONO320SPM, UHMA,
CIT, RUM-1ATM, RPM,
AEROFOR2, UNI-AERO,
CALGRID, STEM, WRF-Chem,
CMAQ, MADRID, CAMx, PMCAMx
CFD model ARIA, MISKAM, MICRO-CALGRID,
ATMoS
Approaches
Functionally, there are several different ways to approach the
air data that differ by mathematical theory.
From our reading of Godish et al. (2014), we understand that
the goal of modeling is to calculate
concentrations of a given contaminant or pollutant for a known
set of variables. As such, we can analyze data

using the following approaches (Gurjar et al., 2010): (a)
artificial neural network, (b) fuzzy logic, (c) ranking, or
(d) time series. Let’s look at each one of these conceptually and
briefly.
The artificial neural network (ANN) approach (available in a
software solution) is helpful when known
variables are available to calibrate regression analysis tools. For
example, we might consider using this
approach if we are attempting to quantify air quality
downstream of a known polluting operation just a few
miles from the source (Gurjar et al., 2010).
UNIT x STUDY GUIDE
Title

The fuzzy logic approach is commonly used for ranking
multiple air quality models in order to normalize and
subsequently formalize limits (Gurjar et al., 2010). In other
words, we might consider using fuzzy logic in order
to establish upper limits of model forecasts (not unlike
probability charts in quality engineering for control
charts with upper control limits and lower control limits) when
evaluating different data outcomes and
projected emission forecasts from two or more air models, as
described above in our first table. The idea is to
make the decision-making easier with rather imprecise data
represented with relatively higher levels of
uncertainty (such as forecasting air quality with no known
background data for a new site). Other iterations of
fuzzy logic include fuzzy inference that approaches the data
similarly, but with the use of weighted variables
(Gurjar et al., 2010).
The ranking approach affords the engineer the ability to rank
the air models by known variables of concern or
focus (Gurjar et al., 2010). For example, if we were to use all
four of the listed software solutions in the
second table for calculating a plume concentration (CALINE4,
HIWAY2, CAR-FMI, OSPM), we could use the

ranking approach to statistically evaluate which models were
more appropriate to our situation (by level of
appropriateness). With this, we could still utilize all of the
resulting data from all four models instead of
attempting to use only one model and throwing out the data
from the other three models as being irrelevant.
This is accomplished by mathematically evaluating the
statistical index scores and subsequently comparing
indices among the ranked software solutions.
Finally, we could consider using the time series approach of
analysis when we are attempting to accurately
forecast pollutant concentrations in areas of high pollutant
susceptibility as a function of time (Gurjar et al.,
2010). For example, we might be studying the impacts of a
refinery near a neighborhood in an attempt to
discourage people from exercising or working outdoors during
air quality alerts. Analyzing air quality against
time provides a high level of statistical reliability and is
consequently effective in working within behavioral
engineering modification controls, such as limiting or
discouraging exposures during time-specific points.
With this new information regarding air quality modeling, let’s

focus again for a few minutes on our spray
booth for our course project. We need to finish just a few more
calculations in order to be able to adequately
model our anticipated air quality emissions from our engineered
design. Given that our interior lining cure
equipment (natural gas-fired heater) matches the state
specifications, we are going to reference the state’s
natural gas unit emission factors tabulated as “Firing Rate
Between 0.3 MMBtu/hr (lb106 scf) and 100
MMBtu/hr (lab/106 scf)” that would have also been provided to
us for our calculations.
Atmospheric conditions cause plume variations not factored in
the Gaussian model.
(Santa Maria, 2010; Chrishowey, n.d.)
UNIT x STUDY GUIDE

Title
We will use the following referenced steps to calculate our air
contaminant analyses generated from our
natural gas-fired cure heater for our air permit application. We
will be using the units in our calculations for
million British thermal units/hr (MMBtu/hr), thousand British
thermal units/hr (MBtu/hr), and standard cubic
feet/hr (SCF/hr). For example, 1.0 lbs/MMscf would be 1.0 lbs
of contaminant (pollutant) per one million
standard cubic feet.
For our first set of calculations, we will be calculating the
short-term (hourly) emissions generated from the
heater. The following formula would apply:
Lbs of air contaminants/hour = lbs air contaminant x 1.0 scf
x 2.1 MMBtu
MMscf 1,020Btu 1.0 hr

First, we reference our scenario for the technical i nformation
referenced for the Interior Liner Cure heater and
see that our natural-gas fired cure heater has a firing rate of 2.1
MMBtu/hr, and that we anticipate firing liners
in the curing process for a maximum of 2,500 hours/year. We
then reference each contaminant limit as
tabulated here for our course project (use these tabulated values
in your course project calculations):
Contaminant Categories Mass Equivalent (lb/MMscf)
NOx 100.0
CO 84.0
PM 7.6
VOC 5.5
SO2 0.6
Note that NOx content is tabulated as100 lb/MMscf (lbs/million
scf). Next, we multiply 100 lb NOx/MMscf by 1

scf/1,020 Btu by 2.1 MMBtu/hr to derive a value for lbs of
NOx/hr.
For example, for a tabulated 200.0 lb/ MMscf, [Note: The actual
scenario needs to be calculated with actual
tabulated value of NOx at 100.0 lb MMscf]:
Lbs of air contaminants/hour = lb air contaminant x 1.0 scf
x 2.1 MMBtu
MMscf 1,020Btu 1.0 hr
= 200.0 lb/MMscf x 1.0/1,20 Btu x 2.1 MMBtu/1.0 hr
= 0.412 lb of NOx/hr
Now, we simply do the same calculation for each of the
remaining four individual contaminant categories
tabulated for our scenario (lb of CO/hr, lb of PM/hr, lb of
VOC/hr, and lb of SO2/hr).
For our second set of calculations, we will be calculating the
long-term (annual) emissions generated from the

heater. In order to accomplish this, we simply convert the
hourly emissions (performed above) to annual
emissions (2,500 hours/yr), and then to tons (2,000 lbs/ton) to
derive an annual tons of air contaminant per
year. The following formula would apply:
Tons of air contaminant/hour = lbs air contaminant x 2,500 hr
x 1.0 ton
1.0 hr 1.0 yr 2,000 lb
For example, our first unit conversion would be for NOx. First,
we note that our calculated hourly NOx is 0.412
lb/hr. Second, we multiply the calculated lb of NOx/hr by 2,500
hrs/yr by 1 ton/2,000 lb to derive a value for ton
NOx/yr.
For example, for a calculated 0.412 lb of NOx/hr, [Note: The
actual scenario needs to be calculated with
actual calculated value of NOx at 100.0 lb/MMscf or 0.206 lb of
NOx/hr]:

UNIT x STUDY GUIDE
Title
Tons of air contaminant/hour = lbs air contaminant x 2,500 hr
x 1.0 ton
1.0 hr 1.0 yr 2,000 lb
= 0.412 lb of NOx/1.0 hr x 2,500 hr/1.0 yr x 1.0
ton/2,000 lb
= 0.515 ton of NOx/yr
Now, we simply do the same calculation for each of the
remaining four individual contaminant categories

tabulated for our scenario (ton of CO/yr, ton of PM/yr, ton of
VOC/yr, and ton of SO2/yr).
After we complete all of the short-term air pollutant generation
rate conversions to long-term generation rates,
we are finished with our air permit evaluation math. I think you
will agree that none of the math was overly
complicated, but rather all of the steps were understandable
after we broke up the process over several units.
What you have effectively done is to mathematically model the
air emissions from the interior spray booth
operations, but without the booth even being in operation for a
single second. This is the power of
mathematical forecasting with models!
In your air quality engineering work in industry, you will often
find that your ability to break up these
complicated mathematical models into smaller subsets of
calculations is one of the most powerful engineering
skills that you can employ. Remember that our role as engineers
is to effectively forecast emissions before
the operation begins and be able to model the environmental
impacts before humans or ecological life is
injected into the system and subsequently put at risk. We
statistically model air quality in order to mitigate air

pollution risks to all life in our precious environment. You have
done a wonderful job in protecting lives with
your work on this air permit evaluation project!
References
Chrishowey. (n.d.). Polluting smokestack, (ID 3629517)
[Photograph]. Retrieved from
https://www.dreamstime.com/royalty-free-stock-photography-
polluting-smokestack-image3629517
Godish, T., Davis, W. T., & Fu, J. S. (2014). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Gurjar, B., Molina, L., & Ojha, C. (2010). Air pollution: Health
and environmental impacts. Boca Raton, FL:
CRC Press.
Phalen, R. F., & Phalen, R. N. (2013). Introduction to air
pollution science: A public health perspective.

Burlington, MA: Jones & Bartlett Learning.
Santa Maria, R. G. (2010) Smokestack billowing smoke, ID
16425832 [Photograph]. Retrieved from
https://www.dreamstime.com/stock-photography-smokestack-
billowing-smoke-image16425832
Week 5 Discussion
13- CBT
- Ellis & Beck both were in the same era and both wored on
their own theriories with CBT. Ellis was known for challenging
his patients in hopes that they may see the error in their ways
Beck worked with his patients to help them see the error in thier
thougths and altering their thinking patterns.
- CBT tends to work well with pateints who have depression. It
works in different ways, one of those ways being challenging
and changing the clients process of thinking patterns.
- 1 identifying the problem - using definite terms to identify the

problem
2 generating solutions to the situation - challenging a kid to
come up with an alternative way of thinking
3 involves evaluation of the option - looking at the
consequences of the evalutaion
14
- Withdrawing— where a transaction does not take place
Rituals— simplying saying hello, something done everyday
and without a thought
Pastimes—provide mutually acceptable stroking - an example
can be safe topics that do not include deep conversations
Activities—time is structured around tasks --- involving
activites and conversations that evolve within that frame
Games— being dishonest - playing mind games
Intimacy—Unconditional - this would be a conversation full of

truths and love
- Self-strokes - doing things for yourself
Physical strokes - high fives
Silent strokes - nodding yes or no
Verbal strokes - building someone up
Rewards or privileges - incorportaing others into your time
- Parents - authority, children looking to see how and when to
do things apporpriately
- Adult - all logical, the challenges of road rage

- Child - pleasure and happiness, daydreaming
15
- Enmeshment - no balance within the family system
Disengagement- lots of detatchment
Triangulation: a child becoming one of the head of house
authorities
- two models of family therapy
Satir - improves realtionships within the family - this is a
process where the counselor is in charge of the full process but
the client is in charge of the goals
Structural - the individual should be treated within the family
system and along side the family,
Classmate 1: Chapter 13,14,15

Chapter 13
Compare and Contrast Albert Ellis and Aaron Beck’s
approaches to Cognitive Behavior Therapy (CBT)
Both Ellis and Beck believe that people can adopt reason, and
both considered a person’s underlying assumptions as the focus
for interventions.
Ellis confronted patients and disputed their beliefs in the order
to convince them in that their philosophies were unrealistic.
Beck’s approach is a cooperative relationship with patients to
identify and solve problem, overcoming their difficulties by
altering thinking, behaviors. Or emotional responses.
Beck Feels that children are born with the disposition to survive
and the desire to procreate which occurs later in life. Beck goes
on to explain that feeling of pleasure and pain guides
throughout life. Peoples perceive, interpret, and learn from their
own experiences. Beck acknowledges that children have
different temperaments that pushes them in diverse directions
and therefore are more likely to perceive the same event

differently.
Discuss the use of CBT with children who are depressed
CBR models for depression often consist of four levels.
1. Behavioral procedures- such as contingent reinforcement,
shaping prompting and modeling, to increase social interactions.
2. CBT interventions- Which include pairing successful task
completion with positive self-statements and reinforcement of
those self-statements.
3. Cognitive intervention- Which are used with social skills
training, role-playing and self-management
4. Self-control- procedures such as self-evaluation and self-
reinforcement.
The counselor finds sources of distress and dysfunction and
helps the child clarify goals. In cases of serves depression or
anxiety the therapist will be very directive. The practitioner
serves as a guide to help the client understand how beliefs and

attitudes interact with emotions and behavior. The counselor is
also catalyst promoting corrective experiences leading to
cognitive change and building skills.
List the problem-solving steps of CBT and give examples of
the steps.
• Build an agenda that has meaning for the client- Counselor
and client identify the problem and interpretation.
• Ascertain and measure the intensity of the person’s mood-
Counselor ask the client “how are you feeling” can use the scale
1-10
• Identify and review presenting problems- Confirming evidence
of the problem
• Ask about the client’s expectation for counseling- What does
the client want to achieve
• Teach the person about cognitive therapy and the client’s role
in it

• Give information about the person’s difficulties and diagnosis
• Establish goals – Client and counselor set goals
• Recommend homework- Counselor gives technics that the
client can achieve
• Summarize- Check in with the client what is working and not
working.
• Obtain the client’s feedback (Beck, 2011, p. 60).
All of the following sessions have a similar format to the one
above. Each session embodies a collaborative problem-solving
focus with both the counselor and client actively involved with
the use of collaborative empiricism.
Henderson, Donna A.; Thompson, Charles L.. Counseling
Children (p. 412). Cengage Learning. Kindle Edition.
Chapter 14
List and describe different types of strokes according to
Transactional Analysis
According to the textbook a stroke is any act implying
recognition of another person’s presence.

Positive- such as cuddling with a child, compliments,
handshakes
Negative- such as spanking a child, hatred, disagreements
Conditional- I like you when your nice
Unconditional- I like you
Give examples of different types of ego states in Transactional
Analysis
TA belief that the human personality has three separate ego
states. Parent, Adult and child
Stage 1 Occurs from birth to age 1- The child ego state evolves
with early experiences, emotions, intuition, inquisitiveness.
Capacity of joy
Stage 2 from age 1-3 contains the development of the adult and
parent ego states that continues to advance until age 6
Stage 3 from ages 3 to 6 continues the evolution of the ego
states with messages from other and experiences shaping them.
State 4 happens at age 6 the three major ego states have
developed but will continue to grow

Stage 5 occurs at age 6-12 Education and interpersonal
experiences contribute to changes in the ego state.
Stage 6 occurs at age 13-16 in the child’s ego develops rapidly
and may be revealed in rebellion and conflict.
Stage 7 Late adolescence involves the time the adult ego state
may be able to provide balance between the three ego states.
Promoting a person’ maturity and need fulfillment.
Stage 8 Adulthood is the time when hopefully people have
psychological maturity
Chapter 15
Explain enmeshment disengaged detiangulation and first order
second order change
First-order change occurs when the symptom is temporarily
removed, only to reappear later because the family system has
not been changed
Second-order change occurs when symptom and system are
repaired and the need for the symptom does not reappear.

Enmeshment – too may involved in each other lives
Disengaged- too many detachment from each other
De-triangulation – refers to the practice of two family member
bringing a third family member into conflictual situation.
Another example of triangulation is involvement of a person
outside the marital dyad such as a lover to fulfill unmet needs in
the marriage
Choose two models of family therapy and compare and contrast
those models
Structural family therapy assumes that the individual should be
treated within the context of the family system. The overall goal
of structural family therapists is to alter the family structure to
empower the family to move toward functional ways of
conducting or transacting family business and communications.
Functional families are characterized by each member's success
in finding the healthy balance between belonging to a family
and maintaining a separate identity. One way to find the balance
between family and individual identity is to define and clarify
the boundaries that exist between the subsystems.

strategic family therapy. This type of family therapy is based on
the assumption that family member behavior is ongoing and
repetitive and can be understood only in the family context.
Strategic refers to the development of a specific strategy,
planned in advance by the therapist, to resolve the presenting
problem as quickly and efficiently as possible. Paradoxical
interventions are often used to harness the strong resistance
clients have to change and to taking directives. Clients may be
asked to intensify the problem as one way of using paradox.
Another way is for the therapists to take a "one-down" position,
encouraging the client not to do too much too soon. Counselors
must differentiate between first-order and second-order
changes. First-order change occurs when the symptom is
temporarily removed, only to reappear later because the family
system has not been changed. Second-order change occurs when
symptom and system are repaired and the need for the symptom
does not reappear.
Discuss Virginia Satir approach to family therapy
Virginia Satir considered herself a detective who helps children
figure out their parents. She thought 90% of what happens in
family is hidden. The family’s needs, motives, and
communication patterns are included in this %90. Satir believes

that three key system are increase self-esteem of all family
member, help family member better understand their encounter
and use experiential learning to improve interactions.
The counselor, in Satir’s model, is a facilitator, resource,
observer, detective, and model of communication, warmth, and
empathy. The goals of therapy are to help family members
better understand themselves and increase their ability to
communicate congruently, to build respect for each family
member, and to view differences as opportunities to grow (Fall
et al., 2010).
In summary, Satir regarded mature people as (1) being in touch
with their feelings, (2) communicating clearly and effectively,
and (3) accepting differences in others as a chance to learn.

Classmate 2Week 5 Discussion Chapter 13 Cognitive Behavior

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