Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
BOBBY MYERS
Columbia Southern University
Abstract
Environmental pollution is caused by various activities. For instance, the car industry is a major contributor to the contamination that takes place on a daily basis. For example, smoke emissions, car spraying, tire burning, and the burning of fuel like petrol or diesel are some of the activities that lead to environmental pollution. Car spraying, for example, is a primary cause of contamination. This paper will focus upon the amounts of spray content used per, rates of emission, determine the health effects associated with air pollution, their impact on the environment, and effective ways of curbing the contamination.
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Face Velocity
Face velocity is the procedure whereby there is sufficient speed movement of air in the booth to enable it trap solvent emissions and particulate substances, therefore, is removed through the filters of a stack exhaust (Godish.,Davis., & Fu 2015). The face is referred to as the section whereby intake air goes in. The calculations of face velocity should consider the following:
1.0 The rate of make-up unit through which air run flows in cubic feet per minute.
2.0 The flow rate of exhaust fun in ft or cfm
3.0 The operation procedure entire opening section of the booth.
Calculations of either circular or rectangular opening are:
Circular
Area=
Rectangular
Area= Length x Width
A= 5m x 4m = 20m2
If the booth features numerous openings, the overall area will be derived by addition of each section. The air makeup flow rate and exhaust booth fun units will be subtracted:
Flow rate = exhaust fun flow = unit of air make up the flow rate
Thus, face velocity= total intake area/flow rate.
Filter velocity
Filter velocity can only be determined if slow-moving air is sufficient through filters in such a way that the drop of pressure is sustained and allowable in each filter, along with capturing particulate substances.
Method
To determine filter velocity, the calculation below must be made;
The exhaust fun flow rate in f3/min.
The booth filter area.
The booth including numerous filters will have its net area determined by the addition of areas of different booths Region (T. C. E. Q., Paso, E., Rubinstein, C., & Area, T. B., 2007).On the basis of the fact that the booth is comprised of the air makeup equipment and exhaust fun, the exhaust fun flow rate will be utilized as the net air that shifts into the booth will originate from the exhaust fan.
Flow rate = exhaust flow rate
Filter velocity= rate of flow/ total filter area
Thus, filter velocity = 15/20 = 0.75m3/s
VOC and ES Content per Vehicle
The calculations in this section are based.
A Permit By Rule (PBR) Application for an Interior Surface Coating.docxransayo
A Permit By Rule (PBR) Application for an Interior Surface Coating Facility
General considerations for Operation
:
General considerations for Operation
Abstract
Texas Car body Repairs is a company based in the USA that is a vehicle body repair shop. As part of the work it deals in, the company is involved in interior lining of paint on vehicles. The company seeks to set up this unit but has to seek authority first for this from the government and federal authorities based on the Texas State Law and EPA laws. This therefore is an application for an air permit for operation. The plant is expected to use 10 gallons of interior liner coating material and 2 gallons of solvent or vehicle lining application (Code, 2009). Two vehicles will be applied interior liners per day. The unit will work for five hours per day and four days per week. Vehicle lining curing will be done for curing the interior liners of two vehicles per day while working for five hour per day and four days per week.
Discussion
According to the Texas Commission on Environmental Quality, the considerations for registration state that a spray operation that uses less than half pint of coatings and solvents per hour can be considered for registration (Godish, Davis & Fu, 2014). The document goes further to say that, spray operations that use less than two gallons of coatings and solvents per week could also be considered for registration. The company in question here has met all these considerations since the amount of paint it uses per hour is less than the recommended amount of paint by the law.
The law also stipulates that a company should have a method of dealing with excess paint. It states that a company should take care of all overspray emissions and which must be vented through a filter system. All paint booths, spray areas and preparation area overspray filters should have a particulate control efficiency of at least 90%. The design meets this criterion since the vehicles will be placed in in spray booths which are opened at one end of the booth for fresh air to flow in (makeup air). The exhaust air will flow through an exhaust chamber at the other end of the vehicle.
The unit is also expected to maintain good housekeeping practices that ensure the painting booths are always clean. In that respect all paint spills are taken care of immediately to ensure they do not flow to the environment and destroy living organisms such as plants. According to the law, the equipment also needs to be maintained in proper and good working conditions and according to manufacturer’s instructions. The method of maintenance would also be carefully maintained to ensure that the environment remains clean and safe for all human beings. The painting booths would also be kept clean at all times. This would involve safe disposal of waste coatings, solvents and some in instances vehicles brought into the unit may have engine oil, brake fluid, gear oil and transmission fluid. The company has .
Learn about the regulations surrounding the Clean Air Act and how to remain in compliance with them. This presentation covers:
Which regulations apply to your institution
How to meet recording and reporting requirements
Tactics for keeping compliant with all necessary regulations
MEE 6501, Advanced Air Quality Control 1 Course Descript.docxARIV4
MEE 6501, Advanced Air Quality Control 1
Course Description
Explores an in-depth study of advanced air quality control science and management practices. Addresses health effects,
environmental impacts, monitoring, modeling, and treatment.
Course Textbook
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe methods for monitoring air pollution.
2. Critique air pollutant modeling equations and/or software.
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.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: A Suggested Reading is listed in Unit II. Students are encouraged to read the resource
listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Reading.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assessments: This course contains four Unit Assessments, one to be completed at the end of Units I, III, V,
and VII. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your classmates.
MEE 6501, Advanced Air
Quality Control
Course Syllabus
MEE 6501, Advanced Air Quality Control 2
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases,
journals, e-books, and research guides. These resources are always ac ...
Question 1 – 200 Words1. What are the EPAs seven criteria pollu.docxIRESH3
Question 1 – 200 Words
1. What are the EPA�s seven criteria pollutants and their sources? Discuss the environmental and health effects of each pollutant. Your response must be at least 200 words in length.
Question 2 – 200 Words
1. Discuss how a constructed wetland system works to treat municipal wastewater. What advantages does a constructed wetland system have over conventional sewage treatment?
Your response must be at least 200 words in length.
Question 3 – 200 Words
1. What are �dead zones,� and how do they form? What are the sources of pollution that cause cultural eutrophication? Your response must be at least 200 words in length.
Question 4 – 200 Words
1. Discuss the main areas of progress produced by the Clean Water Act of 1972, as well as the remaining problems. Do you think that stronger legislation is required to protect our water resources? Why or why not? Your response must be at least 200 words in length. 20 points
Question 5
1. Match each term with its definition.
Primary pollutants
Secondary pollutants
Non-point source emissions
Point source emission
Criteria pollutants
A.
Pollutants emitted from a smokestack or other concentrated pollution origin
B.
Pollutants that are produced in less volume, but are especially toxic or hazardous
C.
Pollutants that become hazardous after chemical reactions in the air
D.
Pollutants that do not go through a smokestack
E.
Pollutants that are released to the air in a harmful form
F.
A group of seven major pollutants that contribute the largest volume of air-quality degradation
ENVIROMENTAL TECHNOLGY
Question 1 – 500 Words
1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through g.):
a. If the rainfall intensity is 2.5 inch/hour, watershed area is 8 acres, and rational runoff coefficient is 0.6, compute the peak runoff rate in ft3/s. Use the rational formula.
b. Explain the concept of time of concentration.
c. Why would someone want to use the SCS TR 55 graphical method instead of the simpler rational formula for determining peak rate of runoff?
d. Explain why stormwater pipes are designed to have a velocity between 3 ft/s and 10 ft/s.
e. Why does land development typically increase the peak runoff rate? What are some methods used to mitigate the increased runoff rate?
f. Discuss some best management practices (BMPs) for stormwater quality control?
g. How does the National Flood Insurance Program (NFIP) affect development in flood prone areas? In your response, include discussion of the base flood level.
You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Question 2 – 500 Words
1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through h.):
a. Describe U.S. federal legislation regarding wastewater treatment and di ...
MEE 5901, Advanced Solid Waste ManagementUnit VII Assignment.docxARIV4
MEE 5901, Advanced Solid Waste Management
Unit VII Assignment
This assignment will allow you to demonstrate the following objectives:
· Assess the political environment as it relates to solid waste and solid waste management.
· Summarize laws and standards related to solid waste management.
Instructions: The siting of a landfill is always contentious in a community due to operational issues with traffic and odors, and if you live close to the landfill you may deal with a decline in property values. Landfills will eventually generate leachate that can adversely impact the environment if the liner is breached, bringing toxicity to vegetation and contamination to ground water. Having a properly operating landfill can minimize many of these impacts to citizens and to the environment. This assignment will further explore these topics.
Answer the questions directly on this document. When you are finished, select “Save As,” and save the document using this format: Student ID_Unit# (ex. 1234567_UnitI). Upload this document to BlackBoard as a .doc, docx, or .rtf file. The specified word count is given for each question. At a minimum, you must use your textbook as a resource for these questions. Other sources may be used as needed. All material from outside sources (including your textbook) must be cited and referenced in APA format. Please include a reference list after each question.
1) A community generates 225 metric tonnes of municipal solid waste per year.
a. What is the actual average annual production of methane that a community should expect from the landfill operation in BTU per year? (For Part A, show all of your work.)
b. What are the factors, laws, or standards that can limit the amount of methane production in the landfill? (Your total response for Part B should be at least 200 words.)
2) Use the treatment options in Table 8-11 (pg. 357) that lists biological and physical/chemical operations for treating leachate generated from a landfill to answer the following questions. (Your total response for all parts of this question should be at least 300 words.)
a. Recommend a treatment train that uses one biological and one physical chemical operation. Provide your reason for making this recommendation.
b. In what order would you put these units? Describe your reasoning for your prescribed order.
c. If your proposed treatment scheme does not meet the prescribed permit discharge limits for the facility, what post-treatment technology would you recommend to ensure that discharge limits are met. Provide your reasons for your technology selection.
d. For each part of the question, be sure to explain what law and standards factor into your recommendation or reasoning.
3) Leachate and Groundwater Monitoring
a. Why are landfills designed to have a leachate head of 12 inches on the liner? If the leachate head had the potential to build to 24 inches, what is a simple design technique that could relieve the hydraulic pressure on the liner ...
A Permit By Rule (PBR) Application for an Interior Surface Coating.docxransayo
A Permit By Rule (PBR) Application for an Interior Surface Coating Facility
General considerations for Operation
:
General considerations for Operation
Abstract
Texas Car body Repairs is a company based in the USA that is a vehicle body repair shop. As part of the work it deals in, the company is involved in interior lining of paint on vehicles. The company seeks to set up this unit but has to seek authority first for this from the government and federal authorities based on the Texas State Law and EPA laws. This therefore is an application for an air permit for operation. The plant is expected to use 10 gallons of interior liner coating material and 2 gallons of solvent or vehicle lining application (Code, 2009). Two vehicles will be applied interior liners per day. The unit will work for five hours per day and four days per week. Vehicle lining curing will be done for curing the interior liners of two vehicles per day while working for five hour per day and four days per week.
Discussion
According to the Texas Commission on Environmental Quality, the considerations for registration state that a spray operation that uses less than half pint of coatings and solvents per hour can be considered for registration (Godish, Davis & Fu, 2014). The document goes further to say that, spray operations that use less than two gallons of coatings and solvents per week could also be considered for registration. The company in question here has met all these considerations since the amount of paint it uses per hour is less than the recommended amount of paint by the law.
The law also stipulates that a company should have a method of dealing with excess paint. It states that a company should take care of all overspray emissions and which must be vented through a filter system. All paint booths, spray areas and preparation area overspray filters should have a particulate control efficiency of at least 90%. The design meets this criterion since the vehicles will be placed in in spray booths which are opened at one end of the booth for fresh air to flow in (makeup air). The exhaust air will flow through an exhaust chamber at the other end of the vehicle.
The unit is also expected to maintain good housekeeping practices that ensure the painting booths are always clean. In that respect all paint spills are taken care of immediately to ensure they do not flow to the environment and destroy living organisms such as plants. According to the law, the equipment also needs to be maintained in proper and good working conditions and according to manufacturer’s instructions. The method of maintenance would also be carefully maintained to ensure that the environment remains clean and safe for all human beings. The painting booths would also be kept clean at all times. This would involve safe disposal of waste coatings, solvents and some in instances vehicles brought into the unit may have engine oil, brake fluid, gear oil and transmission fluid. The company has .
Learn about the regulations surrounding the Clean Air Act and how to remain in compliance with them. This presentation covers:
Which regulations apply to your institution
How to meet recording and reporting requirements
Tactics for keeping compliant with all necessary regulations
MEE 6501, Advanced Air Quality Control 1 Course Descript.docxARIV4
MEE 6501, Advanced Air Quality Control 1
Course Description
Explores an in-depth study of advanced air quality control science and management practices. Addresses health effects,
environmental impacts, monitoring, modeling, and treatment.
Course Textbook
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe methods for monitoring air pollution.
2. Critique air pollutant modeling equations and/or software.
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.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: A Suggested Reading is listed in Unit II. Students are encouraged to read the resource
listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Reading.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assessments: This course contains four Unit Assessments, one to be completed at the end of Units I, III, V,
and VII. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your classmates.
MEE 6501, Advanced Air
Quality Control
Course Syllabus
MEE 6501, Advanced Air Quality Control 2
CSU Online Library
The CSU Online Library is available to support your courses and programs. The online library includes databases,
journals, e-books, and research guides. These resources are always ac ...
Question 1 – 200 Words1. What are the EPAs seven criteria pollu.docxIRESH3
Question 1 – 200 Words
1. What are the EPA�s seven criteria pollutants and their sources? Discuss the environmental and health effects of each pollutant. Your response must be at least 200 words in length.
Question 2 – 200 Words
1. Discuss how a constructed wetland system works to treat municipal wastewater. What advantages does a constructed wetland system have over conventional sewage treatment?
Your response must be at least 200 words in length.
Question 3 – 200 Words
1. What are �dead zones,� and how do they form? What are the sources of pollution that cause cultural eutrophication? Your response must be at least 200 words in length.
Question 4 – 200 Words
1. Discuss the main areas of progress produced by the Clean Water Act of 1972, as well as the remaining problems. Do you think that stronger legislation is required to protect our water resources? Why or why not? Your response must be at least 200 words in length. 20 points
Question 5
1. Match each term with its definition.
Primary pollutants
Secondary pollutants
Non-point source emissions
Point source emission
Criteria pollutants
A.
Pollutants emitted from a smokestack or other concentrated pollution origin
B.
Pollutants that are produced in less volume, but are especially toxic or hazardous
C.
Pollutants that become hazardous after chemical reactions in the air
D.
Pollutants that do not go through a smokestack
E.
Pollutants that are released to the air in a harmful form
F.
A group of seven major pollutants that contribute the largest volume of air-quality degradation
ENVIROMENTAL TECHNOLGY
Question 1 – 500 Words
1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through g.):
a. If the rainfall intensity is 2.5 inch/hour, watershed area is 8 acres, and rational runoff coefficient is 0.6, compute the peak runoff rate in ft3/s. Use the rational formula.
b. Explain the concept of time of concentration.
c. Why would someone want to use the SCS TR 55 graphical method instead of the simpler rational formula for determining peak rate of runoff?
d. Explain why stormwater pipes are designed to have a velocity between 3 ft/s and 10 ft/s.
e. Why does land development typically increase the peak runoff rate? What are some methods used to mitigate the increased runoff rate?
f. Discuss some best management practices (BMPs) for stormwater quality control?
g. How does the National Flood Insurance Program (NFIP) affect development in flood prone areas? In your response, include discussion of the base flood level.
You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Question 2 – 500 Words
1. Write an essay consisting of at least 500 words addressing ALL of the following topics (a. through h.):
a. Describe U.S. federal legislation regarding wastewater treatment and di ...
MEE 5901, Advanced Solid Waste ManagementUnit VII Assignment.docxARIV4
MEE 5901, Advanced Solid Waste Management
Unit VII Assignment
This assignment will allow you to demonstrate the following objectives:
· Assess the political environment as it relates to solid waste and solid waste management.
· Summarize laws and standards related to solid waste management.
Instructions: The siting of a landfill is always contentious in a community due to operational issues with traffic and odors, and if you live close to the landfill you may deal with a decline in property values. Landfills will eventually generate leachate that can adversely impact the environment if the liner is breached, bringing toxicity to vegetation and contamination to ground water. Having a properly operating landfill can minimize many of these impacts to citizens and to the environment. This assignment will further explore these topics.
Answer the questions directly on this document. When you are finished, select “Save As,” and save the document using this format: Student ID_Unit# (ex. 1234567_UnitI). Upload this document to BlackBoard as a .doc, docx, or .rtf file. The specified word count is given for each question. At a minimum, you must use your textbook as a resource for these questions. Other sources may be used as needed. All material from outside sources (including your textbook) must be cited and referenced in APA format. Please include a reference list after each question.
1) A community generates 225 metric tonnes of municipal solid waste per year.
a. What is the actual average annual production of methane that a community should expect from the landfill operation in BTU per year? (For Part A, show all of your work.)
b. What are the factors, laws, or standards that can limit the amount of methane production in the landfill? (Your total response for Part B should be at least 200 words.)
2) Use the treatment options in Table 8-11 (pg. 357) that lists biological and physical/chemical operations for treating leachate generated from a landfill to answer the following questions. (Your total response for all parts of this question should be at least 300 words.)
a. Recommend a treatment train that uses one biological and one physical chemical operation. Provide your reason for making this recommendation.
b. In what order would you put these units? Describe your reasoning for your prescribed order.
c. If your proposed treatment scheme does not meet the prescribed permit discharge limits for the facility, what post-treatment technology would you recommend to ensure that discharge limits are met. Provide your reasons for your technology selection.
d. For each part of the question, be sure to explain what law and standards factor into your recommendation or reasoning.
3) Leachate and Groundwater Monitoring
a. Why are landfills designed to have a leachate head of 12 inches on the liner? If the leachate head had the potential to build to 24 inches, what is a simple design technique that could relieve the hydraulic pressure on the liner ...
Theoretical Hazardous Site Remediation ProjectRyan Bowe
This memo style report analyzes an approach to the reduction of ground toxins in an urban environment using counter-current immiscible extraction technology. It emphasizes the applications of chemical engineering separations in real world situations. This report was created as part of a course observing advanced chemical separation processes at Worcester Polytechnic Institute.
MEE 6501, Advanced Air Quality Control 1 Course Le.docxgertrudebellgrove
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
Chapter 4, pp. 101-150
Unit II Mini Project
4.3
Unit Lesson
Chapter 4, pp. 101-150
Unit II Mini Project
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, transportation, 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
MEE 6501, Advanced Air Quality Control 2
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 there.
Air pollution control laws and regulations and Air Pollution Control Philosop...Umay Habiba
Introduction of air pollution, its causes and effects, and the price that we are paying because of this air pollution. Air Pollution Control laws and regulations, purpose of laws and regulations, US air pollution laws and regulations, US clean air act, and Air pollution control philosophies.
4 philosophies of air pollution control
1. Emission Standard Philosophy
2. Air Quality Standard Philosophy
3. Emission Taxes Philosophy
4. Cost-Benefit Standards Philosophy
The ninth lecture in the module Particle Technology, delivered to second year students who have already studied basic fluid mechanics. The different mechanisms for the removal of dust from gases are covered and the design equations used for control, modelling and understanding of the equipment are presented and derived. Examples of industrial equipment for gas cleaning are included.
This project will be to develop a document titled A Permit By Rul.docxchristalgrieg
This project will be to develop a document titled A Permit By Rule (PBR) Application for an Interior Surface Coating Facility that will serve as a simulation of our work as a contract environmental engineer to a small vehicle body shop located in the state of Texas.
You have been contracted with a vehicle body repair shop named Texas Car Body Repairs, USA to engineer and write a state (Texas) air permit application for a carefully designed interior lining (painting) facility. According to Texas state laws and 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 application to automatically align the interior surface coating facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to write the air permit application to meet the air permit criteria using the state guidance document and considering the equipment and chemicals already planned for the facility operations.
Your client has presented you with the following specifications regarding the facility operations plan:
Interior Liner Coating Material
10 gallons coating/vehicle
2 gallons of solvent/vehicle
Vehicle Lining Application
Apply interior liners to two (2) vehicles/day
Work five (5) hours/day and four (4) days/week
Vehicle Lining Curing
Cure interior liners of two (2) vehicles/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
Vehicle Lining Design
Cross-draft air plenum
Vehicle 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 unit
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
The client has designed an interior coating spray painting system that allows the interior of a vehicle to be coated (such as for new vehicles, or vehicles being restored after fire damage or other catastrophic interior damage). The operations will involve a stripped-down vehicle body being brought into the facility’s shop. The shop is a steel building with a finished concrete floor and a paint booth for each vehicle. The vehicle 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 vehicle (see Cross-Draft Automotive Spray Booth in ...
Course TextbookGodish, T., Davis, W. T., & Fu, J. S. (2015). Air.docxvanesaburnand
Course Textbook
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.
Our course project will be to develop a document titled A Permit By Rule (PBR) Application for an Interior Surface Coating Facility that will serve as a simulation of our work as a contract environmental engineer to a small vehicle body shop located in the state of Texas.
The Scenario:
You have been contracted with a vehicle body repair shop named Texas Car Body Repairs, USA to engineer and write a state (Texas) air permit application for a carefully designed interior lining (painting) facility. According to Texas state laws and 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 application to automatically align the interior surface coating facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to write the air permit application to meet the air permit criteria using the state guidance document and considering the equipment and chemicals already planned for the facility operations.
Your client has presented you with the following specifications regarding the facility operations plan:
Interior Liner Coating Material
10 gallons coating/vehicle
2 gallons of solvent/vehicle
Vehicle Lining Application
Apply interior liners to two (2) vehicles/day
Work five (5) hours/day and four (4) days/week Vehicle Lining Curing
Vehicle Lining Curing
Cure interior liners of two (2) vehicles/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
Vehicle Lining Design
Cross-draft air plenum
Vehicle 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
Filter Openings
20.0 ft2 each
Two (2) filter openings
Coating WV
VOC content
2.8 lb/gal coating Coating VM
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
The client has designed an interior coating spray painting system that allows the interior of a vehicle to be coated (such as for new vehicles, or vehicles being restored after fire damage or other catastrophic interior damage). The operations will involve a stripped-down vehicle body being brought into the facility’s shop. The shop is a steel building with a finished concrete floor and a paint booth for each vehicle. The vehicle 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 throug.
Effects of air filter type and condition on performance and emission of four...ijsrd.com
to study of different paper related to air filter
condition and filtering media and their effect on the
performance of the I.C. engine. The role of the engine air
induction system and air filter increased because of recent
engine exhaust particulate and evaporative emission
regulations. Engine lifetime, engine emission and fuel
consumption depend on the air induction system design and
its performance, So Study of papers on different type of air
filter filtration media and their effect on engine performance
is done in this paper. This study is useful to select zero
maintenance, long life, reliable and durable air filters
improves performance of the existing engines without any
major modifications.
An appeal filed by the odious anti-drilling Big Green groups Clean Air Council (from Philadelphia) and Environmental Integrity Project (from Washington, DC) to block an air quality permit granted to Shell for a potential ethane cracker to be built in Pittsburgh, PA--more than 250 miles from either of those cities.
In this paper, the results of CAMx modeling analyses as well as monitoring data to explore the general characteristics and patterns for the 8-hour averaging ozone concentrations, as compared to those of the 1-hour averaging ozone concentrations, in an example ozone non-attainment area will be discussed.
Running head CONSIDERATION FOR OPERATION1CONSIDERATION BY.docxsusanschei
Running head: CONSIDERATION FOR OPERATION
1
CONSIDERATION BY OPERATION
2
Unit II
General Consideration for Operations
Quienna Jackson
MEE 6501
April 1, 2016
Abstract
The paper outlines the surface coating requirements that must be met to receive a permit from Texas Commission on Environmental Quality. It outlines the general consideration that must be reviewed to meet the requirements. The maintenance of safety data sheets and the assigned coating and solvent coatings per week are necessary.
Keywords: permit by rule, safety, solvent, coating
General Considers for Operations
Texas Car Body Repairs is constructing a facility with an interior lining that has been carefully designed. The Texas laws and EPA regulations require the facility to have an air permit before any construction starts. The written Air permit must align the interior surface coating of the facility with the federal laws on air quality. The information presented in the table is crucial in determining the requirements that must be met in the written air application permit.
Interior Liner Coating Material
10 gallons coating/vehicle
2 gallons of solvent/vehicle
Vehicle Lining Application
Apply interior liners to two (2) vehicles/day
Work five (5) hours/day and four (4) days/week Vehicle Lining Curing
Vehicle Lining Curing
Cure interior liners of two (2) vehicles/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
Vehicle Lining Design
Cross-draft air plenum
Vehicle 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
Filter Openings
20.0 ft2 each
Two (2) filter openings
Coating WV
VOC content
2.8 lb/gal coating Coating VM
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
The facility must meet the requirements outlined in the surface coating PBR as explained in 30 TAC 106.433. Based on the spray that the company intends to use it is necessary to maintain impeccable housekeeping practices to keep the facility safe. The immediate cleaning of all spills is mandatory. The company has a 10,000 ft3/min exhaust fan that will always run when spray equipment is being cleaned. The interior liner cure uses a heater powered by natural gas. The heater does not exceed the limit 40 million British thermal units per hour as stipulated in the law. The facility heater emits a heat of 2.1 Btr/hr.
The components of the Material Safety Data Sheet can help in checking if the company meets the limits specified for volatile uncontrolled organic compounds (Godish, Davis & Fu, 2015). The company uses 1,040 gallons (per because it ...
Running head 2.3 - CASE ANALYSIS FUNDING THE RAILROADS 1 .docxtoddr4
Running head: 2.3 - CASE ANALYSIS: FUNDING THE RAILROADS 1
2.3 - Case Analysis: Funding the Railroads
Susan A. Student
Embry-Riddle Aeronautical University
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
2
Abstract
Funding the Transcontinental Railroad in the 19th century was a major issue for the United States
Government. There were several possible courses of action. Two of these are included here as
well as the problems and advantages of each. In conclusion, the rationale for government funding
is presented.
Keywords: railroads, intercontinental, funding, entrepreneur
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
3
2.3 - Case Analysis: Funding the Railroads
I. Summary
The speculative benefits of a transcontinental railroad were easy enough to articulate:
there was fertile land out west for migrants to farm, gold and silver to be mined in California,
and of course it was a matter of national pride (Ambrose, 2000). According to Ambrose (2000),
the whole country was clamoring for it to be done, yet few were crazy enough to invest as “the
risks of financial failure and ruin were huge” (Union Pacific, n.d. para. 3). Ultimately, funding
was provided by the United States government via the Pacific Railroad Act of 1862, “mostly in
the form of land grants to the railroads; the railroads would sell the unused land to fund the
construction” (Ambrose, 2000, p. 47). Much of the land was all but worthless at the time, but it
was assumed that as transportation cost were reduced, the land would become more valuable
(Garrison & Levinson, 2014; Ambrose, 2000).
II. Problem
The problem is multifaceted. Unfortunately for the railroad companies, they could not
sell most of the land until after the railroad was built, and they could not build the railroad
without the proceeds of the land sales (Ambrose, 2000). Some relief came with the Pacific
Railroad Act of 1864 which doubled land grants and (more importantly) provided the ability to
borrow against the land grants by issuing bonds (Union Pacific, n.d.). However, even with
doubled bonds and the ability to borrow against them, the transcontinental railroad had major
financing difficulties (Ambrose, 2000; Union Pacific, n.d.).
On the other hand, Illinois representative E.B. Washburn (as quoted in Ambrose, 2000)
called the 1864 bill “the most monstrous and flagrant attempt to overreach the government and
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
4
the people…” (p. 94), charging that the Wall Street elites pushing for funding were only out to
profit off the public (Ambrose, 2000). Eglin Air Force Base Archaeologist Benjamin Aubuchon
(personal communication, August 17, 2016) affirms that while the Pacific Railroad Acts were
instrumental in building the transcontinental railroad, many railroad corporations in the
Southeastern U.S. were formed with no intention of following through.
Running head 50 CHARACTER VERSION OF TITLE IN CAPS 1 .docxtoddr4
Running head: 50 CHARACTER VERSION OF TITLE IN CAPS 1
Title of Paper (up to 12 words)
Your Name, Including Middle Initial
School
50 CHARACTER VERSION OF TITLE IN CAPS 2
Abstract
A concise summary of each section of your paper, using up to 250 words. Note that you do not
indent the first line.
50 CHARACTER VERSION OF TITLE IN CAPS 3
Title of Paper
Your first paragraph (or two) should be an introduction to the broad topic of your paper.
Many people write the introduction after writing the rest of the paper! Information in your
introduction should provide a foundation for the hypotheses of your experiment. In your
introduction, your goal is to convince readers that your research topic is (a) interesting and (b)
important. You may choose to begin your paper with a story, quotation, or relevant statistics
about your topic. You can think of your paper as a story about your dependent variable.
You generally will present broad background information about the topic in the first
paragraph of so. You will include at least two sections in the body of your paper. You will
summarize relevant information from prior research studies in the first section, which we refer to
as the “literature review” portion of a paper. You will present your detailed research proposal in
the second section (details are provided below). Some overall formatting rules to keep in mind
are: (a) use Times New Roman font, size 12; and (b) double-space the entire paper.
Information about the Literature-review Section
Content. In the first section of your paper, you should provide a literature review of prior
research and theory that relates to your experiment. The information you present should be from
diverse sources (e.g., journal articles, book chapters, web sites). Make sure it is clear to the
reader how information is related to your experimental hypotheses or procedure. So, if you are
using their method, then talk about their method; if they found similar results, talk about their
results; if they operationally defined their DV like you want to, then talk about that, etc. To make
this section of your paper effective, you should explicitly relate information from various sources
to each other and to your proposed research. After you discuss past research, you should make it
50 CHARACTER VERSION OF TITLE IN CAPS 4
clear how your study is the next logical one, that your study improves upon past studies, that
your study fills obvious holes left by the others.
Citation of sources. You should cite references throughout the body of your paper.
There are two ways to cite a source. The authors can be listed in the sentence, with the year in
parentheses: “The Davis (2001) web site presents information about American Psychological
Association (APA) style rules.” Alternatively, the citation can be entirely in parentheses: “The
web site presents information about American Psychological Association (A.
More Related Content
Similar to Running head A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FA.docx
Theoretical Hazardous Site Remediation ProjectRyan Bowe
This memo style report analyzes an approach to the reduction of ground toxins in an urban environment using counter-current immiscible extraction technology. It emphasizes the applications of chemical engineering separations in real world situations. This report was created as part of a course observing advanced chemical separation processes at Worcester Polytechnic Institute.
MEE 6501, Advanced Air Quality Control 1 Course Le.docxgertrudebellgrove
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
Chapter 4, pp. 101-150
Unit II Mini Project
4.3
Unit Lesson
Chapter 4, pp. 101-150
Unit II Mini Project
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, transportation, 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
MEE 6501, Advanced Air Quality Control 2
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 there.
Air pollution control laws and regulations and Air Pollution Control Philosop...Umay Habiba
Introduction of air pollution, its causes and effects, and the price that we are paying because of this air pollution. Air Pollution Control laws and regulations, purpose of laws and regulations, US air pollution laws and regulations, US clean air act, and Air pollution control philosophies.
4 philosophies of air pollution control
1. Emission Standard Philosophy
2. Air Quality Standard Philosophy
3. Emission Taxes Philosophy
4. Cost-Benefit Standards Philosophy
The ninth lecture in the module Particle Technology, delivered to second year students who have already studied basic fluid mechanics. The different mechanisms for the removal of dust from gases are covered and the design equations used for control, modelling and understanding of the equipment are presented and derived. Examples of industrial equipment for gas cleaning are included.
This project will be to develop a document titled A Permit By Rul.docxchristalgrieg
This project will be to develop a document titled A Permit By Rule (PBR) Application for an Interior Surface Coating Facility that will serve as a simulation of our work as a contract environmental engineer to a small vehicle body shop located in the state of Texas.
You have been contracted with a vehicle body repair shop named Texas Car Body Repairs, USA to engineer and write a state (Texas) air permit application for a carefully designed interior lining (painting) facility. According to Texas state laws and 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 application to automatically align the interior surface coating facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to write the air permit application to meet the air permit criteria using the state guidance document and considering the equipment and chemicals already planned for the facility operations.
Your client has presented you with the following specifications regarding the facility operations plan:
Interior Liner Coating Material
10 gallons coating/vehicle
2 gallons of solvent/vehicle
Vehicle Lining Application
Apply interior liners to two (2) vehicles/day
Work five (5) hours/day and four (4) days/week
Vehicle Lining Curing
Cure interior liners of two (2) vehicles/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
Vehicle Lining Design
Cross-draft air plenum
Vehicle 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 unit
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
The client has designed an interior coating spray painting system that allows the interior of a vehicle to be coated (such as for new vehicles, or vehicles being restored after fire damage or other catastrophic interior damage). The operations will involve a stripped-down vehicle body being brought into the facility’s shop. The shop is a steel building with a finished concrete floor and a paint booth for each vehicle. The vehicle 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 vehicle (see Cross-Draft Automotive Spray Booth in ...
Course TextbookGodish, T., Davis, W. T., & Fu, J. S. (2015). Air.docxvanesaburnand
Course Textbook
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.
Our course project will be to develop a document titled A Permit By Rule (PBR) Application for an Interior Surface Coating Facility that will serve as a simulation of our work as a contract environmental engineer to a small vehicle body shop located in the state of Texas.
The Scenario:
You have been contracted with a vehicle body repair shop named Texas Car Body Repairs, USA to engineer and write a state (Texas) air permit application for a carefully designed interior lining (painting) facility. According to Texas state laws and 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 application to automatically align the interior surface coating facility into operational compliance with state and federal air quality laws. Consequently, it is extremely important for you to write the air permit application to meet the air permit criteria using the state guidance document and considering the equipment and chemicals already planned for the facility operations.
Your client has presented you with the following specifications regarding the facility operations plan:
Interior Liner Coating Material
10 gallons coating/vehicle
2 gallons of solvent/vehicle
Vehicle Lining Application
Apply interior liners to two (2) vehicles/day
Work five (5) hours/day and four (4) days/week Vehicle Lining Curing
Vehicle Lining Curing
Cure interior liners of two (2) vehicles/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
Vehicle Lining Design
Cross-draft air plenum
Vehicle 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
Filter Openings
20.0 ft2 each
Two (2) filter openings
Coating WV
VOC content
2.8 lb/gal coating Coating VM
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
The client has designed an interior coating spray painting system that allows the interior of a vehicle to be coated (such as for new vehicles, or vehicles being restored after fire damage or other catastrophic interior damage). The operations will involve a stripped-down vehicle body being brought into the facility’s shop. The shop is a steel building with a finished concrete floor and a paint booth for each vehicle. The vehicle 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 throug.
Effects of air filter type and condition on performance and emission of four...ijsrd.com
to study of different paper related to air filter
condition and filtering media and their effect on the
performance of the I.C. engine. The role of the engine air
induction system and air filter increased because of recent
engine exhaust particulate and evaporative emission
regulations. Engine lifetime, engine emission and fuel
consumption depend on the air induction system design and
its performance, So Study of papers on different type of air
filter filtration media and their effect on engine performance
is done in this paper. This study is useful to select zero
maintenance, long life, reliable and durable air filters
improves performance of the existing engines without any
major modifications.
An appeal filed by the odious anti-drilling Big Green groups Clean Air Council (from Philadelphia) and Environmental Integrity Project (from Washington, DC) to block an air quality permit granted to Shell for a potential ethane cracker to be built in Pittsburgh, PA--more than 250 miles from either of those cities.
In this paper, the results of CAMx modeling analyses as well as monitoring data to explore the general characteristics and patterns for the 8-hour averaging ozone concentrations, as compared to those of the 1-hour averaging ozone concentrations, in an example ozone non-attainment area will be discussed.
Running head CONSIDERATION FOR OPERATION1CONSIDERATION BY.docxsusanschei
Running head: CONSIDERATION FOR OPERATION
1
CONSIDERATION BY OPERATION
2
Unit II
General Consideration for Operations
Quienna Jackson
MEE 6501
April 1, 2016
Abstract
The paper outlines the surface coating requirements that must be met to receive a permit from Texas Commission on Environmental Quality. It outlines the general consideration that must be reviewed to meet the requirements. The maintenance of safety data sheets and the assigned coating and solvent coatings per week are necessary.
Keywords: permit by rule, safety, solvent, coating
General Considers for Operations
Texas Car Body Repairs is constructing a facility with an interior lining that has been carefully designed. The Texas laws and EPA regulations require the facility to have an air permit before any construction starts. The written Air permit must align the interior surface coating of the facility with the federal laws on air quality. The information presented in the table is crucial in determining the requirements that must be met in the written air application permit.
Interior Liner Coating Material
10 gallons coating/vehicle
2 gallons of solvent/vehicle
Vehicle Lining Application
Apply interior liners to two (2) vehicles/day
Work five (5) hours/day and four (4) days/week Vehicle Lining Curing
Vehicle Lining Curing
Cure interior liners of two (2) vehicles/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
Vehicle Lining Design
Cross-draft air plenum
Vehicle 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
Filter Openings
20.0 ft2 each
Two (2) filter openings
Coating WV
VOC content
2.8 lb/gal coating Coating VM
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
The facility must meet the requirements outlined in the surface coating PBR as explained in 30 TAC 106.433. Based on the spray that the company intends to use it is necessary to maintain impeccable housekeeping practices to keep the facility safe. The immediate cleaning of all spills is mandatory. The company has a 10,000 ft3/min exhaust fan that will always run when spray equipment is being cleaned. The interior liner cure uses a heater powered by natural gas. The heater does not exceed the limit 40 million British thermal units per hour as stipulated in the law. The facility heater emits a heat of 2.1 Btr/hr.
The components of the Material Safety Data Sheet can help in checking if the company meets the limits specified for volatile uncontrolled organic compounds (Godish, Davis & Fu, 2015). The company uses 1,040 gallons (per because it ...
Running head 2.3 - CASE ANALYSIS FUNDING THE RAILROADS 1 .docxtoddr4
Running head: 2.3 - CASE ANALYSIS: FUNDING THE RAILROADS 1
2.3 - Case Analysis: Funding the Railroads
Susan A. Student
Embry-Riddle Aeronautical University
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
2
Abstract
Funding the Transcontinental Railroad in the 19th century was a major issue for the United States
Government. There were several possible courses of action. Two of these are included here as
well as the problems and advantages of each. In conclusion, the rationale for government funding
is presented.
Keywords: railroads, intercontinental, funding, entrepreneur
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
3
2.3 - Case Analysis: Funding the Railroads
I. Summary
The speculative benefits of a transcontinental railroad were easy enough to articulate:
there was fertile land out west for migrants to farm, gold and silver to be mined in California,
and of course it was a matter of national pride (Ambrose, 2000). According to Ambrose (2000),
the whole country was clamoring for it to be done, yet few were crazy enough to invest as “the
risks of financial failure and ruin were huge” (Union Pacific, n.d. para. 3). Ultimately, funding
was provided by the United States government via the Pacific Railroad Act of 1862, “mostly in
the form of land grants to the railroads; the railroads would sell the unused land to fund the
construction” (Ambrose, 2000, p. 47). Much of the land was all but worthless at the time, but it
was assumed that as transportation cost were reduced, the land would become more valuable
(Garrison & Levinson, 2014; Ambrose, 2000).
II. Problem
The problem is multifaceted. Unfortunately for the railroad companies, they could not
sell most of the land until after the railroad was built, and they could not build the railroad
without the proceeds of the land sales (Ambrose, 2000). Some relief came with the Pacific
Railroad Act of 1864 which doubled land grants and (more importantly) provided the ability to
borrow against the land grants by issuing bonds (Union Pacific, n.d.). However, even with
doubled bonds and the ability to borrow against them, the transcontinental railroad had major
financing difficulties (Ambrose, 2000; Union Pacific, n.d.).
On the other hand, Illinois representative E.B. Washburn (as quoted in Ambrose, 2000)
called the 1864 bill “the most monstrous and flagrant attempt to overreach the government and
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
4
the people…” (p. 94), charging that the Wall Street elites pushing for funding were only out to
profit off the public (Ambrose, 2000). Eglin Air Force Base Archaeologist Benjamin Aubuchon
(personal communication, August 17, 2016) affirms that while the Pacific Railroad Acts were
instrumental in building the transcontinental railroad, many railroad corporations in the
Southeastern U.S. were formed with no intention of following through.
Running head 50 CHARACTER VERSION OF TITLE IN CAPS 1 .docxtoddr4
Running head: 50 CHARACTER VERSION OF TITLE IN CAPS 1
Title of Paper (up to 12 words)
Your Name, Including Middle Initial
School
50 CHARACTER VERSION OF TITLE IN CAPS 2
Abstract
A concise summary of each section of your paper, using up to 250 words. Note that you do not
indent the first line.
50 CHARACTER VERSION OF TITLE IN CAPS 3
Title of Paper
Your first paragraph (or two) should be an introduction to the broad topic of your paper.
Many people write the introduction after writing the rest of the paper! Information in your
introduction should provide a foundation for the hypotheses of your experiment. In your
introduction, your goal is to convince readers that your research topic is (a) interesting and (b)
important. You may choose to begin your paper with a story, quotation, or relevant statistics
about your topic. You can think of your paper as a story about your dependent variable.
You generally will present broad background information about the topic in the first
paragraph of so. You will include at least two sections in the body of your paper. You will
summarize relevant information from prior research studies in the first section, which we refer to
as the “literature review” portion of a paper. You will present your detailed research proposal in
the second section (details are provided below). Some overall formatting rules to keep in mind
are: (a) use Times New Roman font, size 12; and (b) double-space the entire paper.
Information about the Literature-review Section
Content. In the first section of your paper, you should provide a literature review of prior
research and theory that relates to your experiment. The information you present should be from
diverse sources (e.g., journal articles, book chapters, web sites). Make sure it is clear to the
reader how information is related to your experimental hypotheses or procedure. So, if you are
using their method, then talk about their method; if they found similar results, talk about their
results; if they operationally defined their DV like you want to, then talk about that, etc. To make
this section of your paper effective, you should explicitly relate information from various sources
to each other and to your proposed research. After you discuss past research, you should make it
50 CHARACTER VERSION OF TITLE IN CAPS 4
clear how your study is the next logical one, that your study improves upon past studies, that
your study fills obvious holes left by the others.
Citation of sources. You should cite references throughout the body of your paper.
There are two ways to cite a source. The authors can be listed in the sentence, with the year in
parentheses: “The Davis (2001) web site presents information about American Psychological
Association (APA) style rules.” Alternatively, the citation can be entirely in parentheses: “The
web site presents information about American Psychological Association (A.
Running Head YOUTH IN THE CRIMINAL JUSTICE SYSTEMYOUTH IN TH.docxtoddr4
Running Head: YOUTH IN THE CRIMINAL JUSTICE SYSTEM
YOUTH IN THE CRIMINAL JUSTICE SYSTEM 2
Introduction
Biblical point of view relies on the scriptures of God. The bible is a Christian holy book that gives the moral compass for what Christians engage in, whether in action or utterances. Through modern technologies and other methods, the secularized view of the criminal justice system in America has been influenced by the biblical concept.
Gaps and Omissions
Comprehending juvenile criminal justice, according to the biblical worldview, is to understand the leading cause of crime and human iniquities. Sin is a component of a biblical worldview. All crimes are treated as a sin, but not all sins are viewed as crimes. The juvenile criminal justice system would not exist if there were no crimes (Laurence, 2012). According to sinful human nature, crime always exists; hence the juvenile criminal justice system should be established to help in curbing crime.
The literature is mainly focused on the need to have a separate criminal justice system for juveniles but does not justify the punishment that juveniles ought to receive for crimes they commit. The literature gives detailed views on the topic, but it fails to conclusively articulate what should be done to reprimand crimes committed by youth. The bible is the book of Deuteronomy chapter 16:19 “do not pervert justice or show partiality ...” God is expecting impartiality those who serve distributive justice regardless of age, social status, or gender.
The biblical aim of justice is restoration, as illustrated in the stories such as Jacob and Esau. Human beings are equal in the eyes of the lord, meaning that justice has to be severed equally, although the literature focuses on separate justice for juveniles and adults. God created all human beings with equal value, but the literature seems to favor and try to treat juveniles who have committed similar crimes with adults differently. The literature does not mention that committing crimes against other people is committing a crime against God’s greatest creation.
Biblical Integration
Today youth are facing various risks of being involved in many forms of crimes that end up exposing them to the criminal justice system. Therefore, Christian adults are called upon to guide and bring significant transformation in the lives of the youth. Christians are called upon by God to exhibit unconditional love for juveniles. The church should advocate for fairness and justice for the young. Although some youth have a criminal record, the juvenile justice system's main goal should be to rehabilitate them. These youth can learn and grow from their mistakes. For Christians to create a just society, they should always restore a convicted offender back to society so that they can be integrat.
Running head TITLE1TITLE2Research QuestionHow doe.docxtoddr4
Running head: TITLE 1
TITLE 2
Research Question:
How does critical thinking help in the development of information literacy among youths?
.
Scholarly Article 1
Reference:
Abunadi, I. (2018). A Technology-Dependent Information Literacy Model within the Confines of a Limited Resources Environment. Information Technology & Libraries, 37(4), 119. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=133718516&site=eds-live&scope=site
Annotation: Write annotation in two paragraphs using your own words about the scholarly article above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
· What other important claims does the source make?
Paragraph 2: Evaluate
· How adequately does the source support its thesis?
· How current is the information in the source relative to your research question?
· How credible and authoritative is the source for your research question?
· What limitations, if any, did you note in the source?
· How does the source help answer your research question?
Scholarly Article 2
Reference:
Rivano Eckerdal, J. (2017). Libraries, democracy, information literacy, and citizenship. Journal of Documentation, 73(5), 1010. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=125679440&site=eds-live&scope=site
Annotation:
Write annotation in two paragraphs using your own words about the scholarly article 2 above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
· What other important claims does the source make?
Paragraph 2: Evaluate
· How adequately does the source support its thesis?
· How current is the information in the source relative to your research question?
· How credible and authoritative is the source for your research question?
· What limitations, if any, did you note in the source?
· How does the source help answer your research question?
EBook
Reference:
Crawford, J., & Irving, C. (2013). Information literacy and lifelong learning : Policy issues, the workplace, health and public libraries. Retrieved from https://ebookcentral-proquest-com.proxy-library.ashford.edu
Annotation:
Write annotation in two paragraphs using your own words about the ebook above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the sourc.
Running Head VULNERABILITY ASSESSMENT1VULNERABILITY ASSESSMEN.docxtoddr4
Running Head: VULNERABILITY ASSESSMENT 1
VULNERABILITY ASSESSMENT 2
Jane Q. Student
(Submission Date)
CJMS 630 90XX
Seminar in Security Management (2XXX)
Vulnerability Assessment: Era Church, City, State
Site Selection and Rationale
This vulnerability assessment was conducted at Era Church (“Era”), 429 State Street, City, State 90909, on the dates of September 25 - 28, 2017, and was followed up with subsequent interviews of relevant church personnel. The site was chosen for multiple reasons including the potential for a violent incident such as a mass shooting, and the potential for fraud or other financial crime. A vulnerability is defined as “weakness[ ] or gap[ ] in a security program that can be exploited by threats to gain unauthorized access to an asset” (Threat Analysis Group, 2017). Threats are events or persons, such as a natural disaster, fire, criminal act, or terrorist incident, that can exploit a vulnerability (Threat Analysis Group, 2017). A vulnerability assessment “evaluates all opportunities that may be exploited by a threat” and through a detailed process identifies areas where vulnerabilities can be mitigated to lower the risk (DiMarino, 2017). Risk is defined as “the potential for loss, damage or destruction of an asset as a result of a threat exploiting a vulnerability” (Threat Analysis Group, 2017). The vulnerability assessment at Era Church covers multiple areas to include physical, operational, technological, and financial vulnerabilities. While Era has taken measures to mitigate vulnerabilities, there are some recommendations in each area that could further mitigate risk.
Religion is a contentious and polarizing topic in the United States, which makes churches prime targets for groups or individuals who want to make a statement. Perhaps the most infamous church shooting in recent memory is when white supremacist Dylann Roof shot and killed nine African-American church members of Emanuel African Methodist Episcopal Church in Charleston, SC, on June 17, 2015 (Blinder & Sack, 2017). Roof brought a .45-caliber semiautomatic handgun into the church in a waist pouch, and attended the Bible study for approximately 40 minutes before he shot and killed the members using seven magazines and over 70 rounds (Blinder & Sack, 2017). This incident is just one of many violent incidents at places of worship. There is no sure-fire way to completely avoid incidents such as this shooting, but there are steps that can be taken to help minimize or avoid a large-scale incident.
In addition to the threat of violence, churches are also prime targets for fraud, both from internal and external threats. For instance, the Center for the Study of Global Christianity reports that in 2014 churches lost an estimated $39 billion to internal financial fraud (Thomason, 2016). Theft and embezzlement of church funds are two significant risks faced by faith-based institutions. (Thomason, 2016). In addition to an ins.
Running head STARBUCKS’ STRATEGY 1 Starbuc.docxtoddr4
Running head: STARBUCKS’ STRATEGY 1
Starbucks’ Strategy
Your Name
Course Name; Number
Dr. Laura Jones
University Name
Date Submitted
STARBUCKS’ STRATEGY 2
Starbucks’ Strategy
Place the title of the paper on the first line. Tab to the .5-inch mark to begin your
introductory paragraph. To develop an introduction, begin with some interesting facts about the
topic and then narrow the focus to the specific topics for discussion. This could include an
overview of the company. An overview could include, but not limited to the products or services
the company offers, the company size, customers, and the countries in which the company
operates. Include relevant information about the CEO. Include in-text citations to support the
information you present in the paper. An example of an in-text citation that you place at the end
of the information you paraphrased is (Boone, 2012). The introduction should include a thesis
statement and succinctly describe the order in which you organize the body of the paper. Please
provide in-text citations for the information you provide.
Elements of Starbucks’ Organizational Culture
Chapter 3 provides a discussion on different types of organizational cultures. Clearly
discuss the organizational culture for this company. Be sure to identify the specific type of
organizational culture. Provide in-text citations for the information presented in the paper.
Another approach to using in-text citation is to include the citation at the beginning of the
sentence as follows: According to Boone (2012), then present the information. Please note the
above heading is bold and the major words begin with capital letters.
Suggest some key elements of the company’s organizational culture that contribute to its
success in a global economy. Review the elements discussed at the two levels of a corporate
culture shown in Exhibit 3.6. Clearly link those key elements to the global success of the
company.
STARBUCKS’ STRATEGY 3
Consider Exhibit 4.4: Key factors in the International Environment, in making the link.
Provide in-text citations for the information presented in the paper. If there are two authors for
the source you are using, an example of the in-text citation that comes at the end of the
information you paraphrased is as follows: (Boone & Kurtz 2012).
Suggest as many key elements of the company’s organizational culture you believe
contribute to its success in a global economy. Clearly discuss the ways in which each element
contributes to the success.
Management’s Role in the Organizational Culture
Indicate the management role with creating and sustaining the organizational culture.
Exhibit 1.7 lists ten managerial roles and activities involve in management. Clearly link activities
within the management’s role to relevant aspects of creating and sustaining the organizational
culture. Provide in-text .
Running head SHORTENED VERSION OF TITLE1Title of Your Rese.docxtoddr4
Running head: SHORTENED VERSION OF TITLE
1
Title of Your Research Study
Author(s) First, Middle Initial (if applicable) and Last Name(s) in Starting with the
Individual who Made the Biggest Contribution (not alphabetical)
Institutional Affiliation(s)
Author Note
The author note is typically used in manuscripts that will be submitted for publication. The author note may provide additional information regarding the affiliations of the authors. It is also used to acknowledge those who contributed to the study, but not at the level of authorship. Lastly, the author note typically includes contact information for at least one author (see APA guide p. 24, section 2.03 & sample paper on p. 41.)
Remember to format the author note using block format (no indents, left or right justification).
Abstract
The abstract is a brief (usually 100-150 words) summary of your experiment. What was your question? What did you do? What did you find? What is your conclusion/interpretation? Try taking the lead sentence or two (but not word-for-word) from your introduction, results and discussion and integrate them into your abstract. Additionally, add a sentence or two describing your procedure, especially if it differs from those typically used to study the phenomenon.
The abstract is page two. Nothing goes on this page except the abstract. Center the word "Abstract" on the page and format in bold-face type. Do not put the title of your paper on this page. Begin typing the abstract on the line directly below the heading.
Notice that the abstract is not indented, and is written in block format. It is also double-spaced. Typically, the abstract is one paragraph in length.
Keywords: type a few words (or phrases) that would be useful if someone was searching for a study similar to this one. For example, if you studied reaction time in a card sorting task your key words might be “card sorting,” “response time” and decision making. (Note: the word “keyword” is italicized and indented.)
Title
On the third page, you typically begin your introduction. Notice that the word "INTRODUCTION" does not appear at the top of the page as many of the other headings do. The title used is the same one that appears on the cover page.
The first paragraph should contain a description of the phenomena that you are studying. Make a general statement about the phenomenon and how it is typically measured. Also, talk about how one might manipulate or influence the outcome (i.e, what variables could potentially influence the results).
Subsequent research should describe previous research that examined the phenomena. These studies serve to provide the rationale for your study. What did the researchers do? What did they find? What did they conclude?
Do this for each study cited. Typically, one or more paragraphs are necessary to explain each study. Try to make the transition smooth from one paragraph to the next. Use transition words (see SIGNAL WORDS hand.
Running Head: THEMATIC OUTLINE 1
Thematic Outline
Your Name
Institution
Exploring Research
Professor
Date
THEMATIC OUTLINE 2
Abstract
This thematic outline is designed to…………….
*Don’t forget to put your Keywords: List just a few keywords.
THEMATIC OUTLINE 3
Article
Theme
1.
A
2.
A, B
3.
D
4.
B
5.
A, D
6.
A, C
7.
B, C
8.
A, B, C
9.
A, B, C, D
10
B, C
THEMATIC OUTLINE 4
Theme
Articles Cited
A-
B-
C-
D-
E-
THEMATIC OUTLINE 5
References
Running head: RESEARCH PAPER 1
Research Paper
Your Name
Institution
Exploring Research
Professor
Date
RESEARCH PAPER 2
Abstract
Do not indent the first line of the Abstract Paragraph. Follow the guidelines in the Sample APA Formatted Abstract t.
· Keywords: Don’t forget to include the Keywords at the bottom of the Abstract.
RESEARCH PAPER 3
RESEARCH PAPER 4
.
Running head: TOPIC RESEARCH PROPOSAL 1
TOPIC RESEARCH PROPOSAL 3
Topic Research Proposal
Insert the Student’s Name
Instructor’s Name
Course
Date
Section 1: Topic/Central Idea
The key emphasis or the central idea lies on persuasion of people to participate in tree planting exercise in the United States. Tree planting has been emphasized by many governmental and non-governmental organizations in the United States and even outside the country. Planting of tress has many benefits both to the human beings and the environment. The general purpose is to persuade and motivate people to take part during the tree planting day in the United States. The specific purpose is to ensure that people are aware about the importance of tree planting. The central idea is to ensure that people are aware with the benefits which come with tree planting.
Section 2: Annotated Bibliography
· Nguyen, Nowak, D. J., Hirabayashi, S., Bodine, A., & Greenfield, E. (2014). Tree and forest effects on air quality and human health in the United States. Environmental pollution, 193, 119-129.
This particular presents unbiased information regarding tree planting. The authors found out that tress had some positive effect on quality of air. The data from the targeted individuals was taken. In this particular manner, biases were removed. The article was published in 2010 therefore it is up to date. The data was collected using various instruments of data collection. The researchers conducted various scientific studies and the data was obtained from the field. The data was therefore collected from primary sources. This particular article highlights the importance of tress. It will therefore be useful in my speech since it contains valuable information.
· Pincetl, S. (2010). Implementing municipal tree planting: Los Angeles million-tree initiative. Environmental management, 45(2), 227-238.
The key message in this particular revolves around implementation of Municipal tree planting policy in Los Angeles. (Pincetl, 2010) examined the initiative which was aimed at planting about a million tress in Los Angeles. The article is not biased because it involved conducting empirical study. The author is well conversant with the tree planting initiatives. The data was collected from both primary and secondary sources. The article is up to date on the issues of tree planting. The purpose of this article is to keep the reader well informed on the tree planting initiatives. This information will be useful in my speech because it outlines an example of an initiative of tree planting.
Section 3: Talking with the audience
There are various considerations I will need to make with regard to my topic and evidence to connect with my audience. I will demonstrate to them and table evidence of benefits of tree planting. I will also.
Running Head: VIRTUAL ORGANIZATION 1
VIRTUAL ORGANIZATION 3
Virtual Organization
Institution
Professor
Course
Date
Virtual organizations refer to organizations whose employees are geographically spread and connect through phone, internet or email (Hebert, 2017). The concept of a virtual organization utilizes technology from a management perspective in which employees engage in different tasks to achieve the organization’s objectives. There are various benefits associated with virtual organizations. First, the owner of the business incurs lower overhead costs because a virtual organization needs no office space, furniture or paying for utilities (Shamsuzzoha & Helo, 2017). For example, an online education business only needs tutors and students. Secondly, employees are more satisfied due to the comfort of working from their own houses, for instance, tutors in a virtual institution can lecture students at the comfort of their homes. Lastly, the owner of the business can expand the business without having to worry about moving the many employees to a larger office.
However, a virtual organization is prone to many risks that hinder its effectiveness in terms of achieving its objectives. One of the risks is lack of cohesiveness in the organization. This is brought by the fact that the employees are spread and thus difficult to call for an emergency meeting in case an urgent need arises (Wohlers & Hertel, 2017). Secondly, there is a risk to reputation for customers may not perceive a virtual organization as a real company. Lastly, lack of social interaction discourages teamwork. Despite all these, there are various opportunities associated with virtual organizations such as the opportunity to reach the vast majority of the customers as well as an opportunity to change the strategy used by the business easily and for less cost.
References
Hebert, J. L. (2017). The Identification of Leadership Competencies within a Global Virtual Organization (Doctoral dissertation, The Chicago School of Professional Psychology).
Shamsuzzoha, A., & Helo, P. (2017). Virtual supply chain–event handling and risks management in collaborative networks. International Journal of Advanced Logistics, 6(1), 1-13.
Wohlers, C., & Hertel, G. (2017). Choosing where to work at work–towards a theoretical model of benefits and risks of activity-based flexible offices. Ergonomics, 60(4), 467-486.
Friend discussion 1 ( noura)
When independent firms join together and create a network, it is called a virtual organization. Firms with different characters joined temporarily to construct services or products. Virtual organization represent a different organizational form but cannot be considered as a firm's attribute (Cunha & Putnik, 2006). Firms in this type of organization.
Running Head: THE MARKETING PLAN 1
5
Natasha McClarin
October 6, 2018:
INTRODUCTION
Women on the Go is a start-up company that has over many years targeted women who cannot do clothing purchasing. The target is because there are women out there who do not know how to purchase their clothing and accessories. Therefore, assistance will be given by women on the go since that is the main aim of the company. This specific service will be aimed at rich customer who simply do not have much knowledge of the clothing industry and time to visit clothing stores in town. Despite all of these, such kind of people they have social obligation that they are supposed to meet, therefore Women on the go is there for me.
The business model for women on the go is the franchise business model, here the company has reach agreement with other clothing manufacturing companies that we will sell products to women on their behalf. It will be done in a percentage of the invoicing or sometimes a fixed fee depending on the particular agreement. The product line of the company will be women right casual, semi-formal look and gym wear and accessories.
Mission: Traditional, ethnic products creating sustainable employment for craftsmen and
artisans in rural India.
Target Segment: Focusing on women who are in need of dressing assistance for social occasions and are willing to have an organization which can style up their quotient.
Life Style: Affluent women who are rich of upper middle class or who are on business and corporate class.
Age group: 23 years and above
Geography: Anyone with any color, culture or Origin.
Geographical Places: Metros, tier 2 & tier 3 cities.
Product line: Dedication to dress women in formal and semi-formal look, right casual look, teamed with right accessories.
Tag line: Women on the go dresses you up.
Below is a market Research
1. Our company has decided to follow a mixed strategy here by combining both deductive and an inductive approach, using ethnographic research and a case study method.
We have decided that we will study the target section that the company has indicated above by initiating online programs where we will be able to know how many women want to up their dressing style quotient, idea to convert women to be buying our services, this will definitely create an idea in their mind that image and personal branding will make them in profession and person life.
2. We will also conduct online surveys of the targeted group in association with the lead up market brands like Dolce & Gabbana, Gucci and Louis Vuitton. With no doubt is that they will support us since they will be sure to be our future suppliers.
3. We conduct ground discussions with our own sales teams which is down on the market floor of leading garment accessories and shoe brands.
4. We will also have a promotion strategy, where we will be able to sit in promotions with a woman working in.
Running head TITLE OF ESSAY1TITLE OF ESSAY 2Title .docxtoddr4
Running head: TITLE OF ESSAY
1
TITLE OF ESSAY
2
Title of Essay
Author’s Name
University of the Cumberlands
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Essay
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are accustomed to using in a writing course. For the purposes of this course, the level of formality should be based on the assignment. For example: APA asks that students always write in third person (avoiding words such as I, me, we, our(s), you, your(s), etc). Certain rhetorical modes, however, don’t cater well to third person (narrative and reflection writing are two such examples). In these situations, first person (I, me, we, our(s)) may be, and should be employed; second person (you, your(s)) should be avoided in all academic writing unless an essay is specifically designed to relay instructions (there are few assignments that will employ second person).
Like any essay, students should make sure their essays are formatted with one inch margins, with their text exclusively in Times New Roman 12-point font, and students should double space their lines. This document can be downloaded and used as a template wherein students may simply replace names, titles, dates, and so on with their own information.
The final page of this document will demonstrate a References page. If a student uses information from any source, that source must be identified within the text and listed on a References page. These citations should be listed in alphabetical order and, opposite to the way a normal paragraph works, the first line should be flush left and each following line should be tabbed in. Though there is really no substitute for a good APA Style Manual, students can refer to a citation generator such as www.citationmachine.net to ensure proper formatting. Any further questions should be directed to the instructor of the course.
References
Badley, G. (2009). A place from where to speak: The university and academic freedom. British
Journal of Educational Studies, 57(2), 146-163. doi:10.1111/j.1467-
8527.2009.00429.x
Baumanns, M., Biedenkopf, K., Cole, J. R., Kerrey, B., & Lee, B. (2009). The future of
universities and the fate of free inquiry and academic freedom: Question and answer
session. Social Research, 76(3), 867-886. Retrieved from EBSCOhost.
Berthoff, A. E. (2009). Learning the uses of chaos. In S. M.
Running head Project Type Unit 5 Individual Project3Ty.docxtoddr4
Running head: Project Type: Unit 5 Individual Project 3
Type your Name Here
MGMT412 – Project Management
Date of Submission
Unit 5 Individual Project
Introduction
Provide a brief introduction (2-3 sentences) for the purposes of previewing what will be covered. Remember to always indent the first line of a paragraph (use the tab key). The margins, font size, spacing, and font type (italics or plain) are set in APA format. Please do not change the names of the headings and subheadings, and do not change the font or style of font.
(Delete the information provided in the instructions.)
Time Required to Complete Jobs
Mike was hired as a project manager to install hardwood floors for the company Awesome Floor and Tile. They will be installing new flooring into a local office building. Mike comes up with the list of work and estimates the time. A list of activities and their optimistic completion time, the most likely completion time, and the pessimistic completion time (all in days) are estimated in the table.
Activities
OT
MT
PT
Activity 1
2
3
4
Activity 2
3
6
9
Activity 3
4
8
12
Activity 4
6
8
10
Activity 5
8
10
12
Activity 6
10
14
18
Activity 7
4
6
8
Activity 2 starts immediately after Activity 1.
Activity 3, Activity 4, and Activity 5 start concurrently after Activity 2.
Activity 6 does not start until after Activity 3, Activity 4, and Activity 5 are completed.
The carpet installation project is complete after Activity 7 is completed.
Determine and Explain Key Calculations
Determine and explain the expected completion time and the variance for each activity. Determine and explain the total project completion time and the critical path for the project. Determine and explain Early Start (ES), Early Finish (EF), Late Start (LS), and slack for each activity. What is the probability that this project will be finished in 40 days or less?
This should be 1-2 paragraphs in length. (Delete the information provided in the instructions.)
Benefits of Using Project Management Techniques
Define how to gather the project requirements. Analyze whether there are any potential changes that could impact overall project schedule and project finishing times. Explain the best methods for managing the change requests and what kind of process this project should involve. Analyze implications of changes in project scheduling. How do changes impact the calculations and the critical path? Evaluate applications of project management techniques in terms of the firm's business operational goals and requirements.
This should be 2-3 paragraphs in length. (Delete the information provided in the instructions.)
Conclusion
Add some concluding remarks in a sentence or two.
This should be 1-2 sentences. (Delete the information provided in the instructions.)
References
NOTE: The reference list starts on a new page after your conclusion.
(Edit these references, add additional ones you used and delete the references you did not use.)
eBook - AIU Course.
Rubric: Writing Assignment Rubric
Criteria Level 3 Level 2 Level 1
Criterion 1 -
Topic
selection &
approval
(20 pts)
Proposed topic submitted on time and
covered one of the assigned issues:
description of a current issue, its solution, its
economic implications, or impact on
ecosystems.
(20-18 pts)
Proposed topic submitted on time but weak coverage of
the assigned issues: description of a current issue, its
solution, its economic implications, or impact on
ecosystems.
(17-14 pts)
Proposed topic submitted late and/or and weak
coverage of the assigned issues: description of a
current issue, its solution, its economic
implications, or impact on ecosystems.
(13-0 pts)
Criterion 2 -
Scientific
Content and
Synthesis
(100 pts)
Facts, organization, and conclusions follow
a clear, logical sequence that supports the
thesis statement. Citations of scholarly
references support scientific content.
Accurate scientific information. No text has
been copied verbatim without proper source
recognition. Outstanding treatment of
applicable course outcome.
(100-90 pts)
Nearly all directions followed. Although the writing is
essentially well organized, the audience analysis, the
statement of purpose, or the handling of the content is
flawed. Occasional vague wording hinders precise
communication. Contains one to two science content
errors. One to two statements (or significant phrases)
have been copied verbatim without proper source
recognition. Superior treatment of applicable course
outcome.
(89-70 pts)
Unsatisfactory or incorrect content. Many content
errors; content is largely unsupported generalities.
Points are inadequately developed; few specifics.
Poorly organized; difficult to follow. Substantial
text (e.g., more than six statements or significant
phrases) has been copied verbatim without proper
source recognition. Significant overdependence on
one to two references. Did not satisfy applicable
course outcome.
(69-0 pts)
Criterion 3 -
Scholarly
APA
References (40
pts)
All references were in APA-style and were
properly cited using in-text and reference
listings. Used 6 or more references. Many
different, reputable types of references are
used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(40-36 pts)
Most references were in APA-style and were properly
cited using in-text and reference listings. Used 3-5
references. Many different, reputable types of
references are used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(35-25 pts)
Improper use of APA-style and/or in-text citations.
Used 3 or fewer references and/or consulted
unreliable resources (blogs, Wikipedia, etc.).
(24-0 pts)
Criterion 4 -
Effective
Writing
(30 pts)
No writing or grammatical errors. Words are
chosen and sentences are constructed to
make the information u.
Running Head: ON-BOARDING 1
Running Head: ON-BOARDING 4
On-Boarding
Felicia Griffin
Professor Keith Lipscomb
BUS 325: Global Human Resource Management
February 13, 2019
Onboarding process is a usual process in the recent past in many business organizations. Onboarding seeks to ensure that new employees are easily embedded into the systems as fast as possible. New employees can adjust much more comfortable when they have better employees to ease them in. It helps new employee recruits to adjust to the social and performances. It is mainly aimed at maximizing success. Various vital steps need to be followed in ensuring that new recruits are effectively realigned into the organizational structure.
This is an essential procedure in organizational performances it ensures that new recruits take the shortest time possible to settle and establish better relations with other employees. It is the best way that a business organization can ensure that new recruits concentrate on the primary purpose of the organization rather than focus on how they can settle in their new working environment and social environment.
The onboarding process is an exceptionally chronological process where a beginner follows a given order of events in the organization. The first step is to study the new employee characteristics. It involves understanding their character and their ability to be integrated into the company operations smoothly. This process is very significant because the company can know quite earlier the behavioral adjustment that a given new employee can make to become successful.
The next step in the process is the deployment of newcomer tactics. Within this stage, the new employee develops a relationship with the existing employees within the organization to have a conducive business environment. The next step in the onboarding process is the readjustment of new employee tactics and behavior to conform to organizational culture and be in a position to work effectively towards the achievement of the set organizational goals.
One of the most critical elements of onboarding in a global environment is studying and understanding the characteristics of the new hire to be in a position to know how easy the new recruit will be able to adjust to the organizational culture and its operations. Another vital element in onboarding is the creation of an understanding between new recruits and the already existing employees within the organization to formulate a formidable team that can propel the organization to new heights.
References
Carter, T. (2015). Hire right: the first time: how to improve your recruitment & onboarding process. Journal of Property Management, 80(3), 26-30.
Stephenson, J. (2015). Improve Your Employee Onboarding Process With Seven Storytelling T.
Running head PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH .docxtoddr4
Running head: PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH AND PSYCHOLOGY 1
Integration Between Christian Faith and Psychology 7
Integration Between Christian Faith and Psychology
Liberty University
PSYC-420
Abstract
This paper will discuss psychology and Christianity: Two disciplines that seem to be difficult subjects when discussing an integrated approach. There are some people who believe that, psychology has become one completely different subject than Christianity and both at times have lost all connection with the other. In addition, there are integrative models of disciplinary that think psychology is strictly a science and Christianity is solely based on faith and religion and the two cannot be integrated together. After further review of evidence, it seems that the integration approach for both disciplines are given by God and that they both should be integrated to create a more understanding of humanity. The focus of this paper is to describe the Allies” model and how it relates to integrating two disciplines; psychology and Christian faith. In addition, the strengths and limitations of the Allies model will be discussed. Also included are definitions of both subjects and views on different approaches towards this matter. Scriptures will be added that correspond with this approach, as well as, several factors that lead to the integration process of both disciplines. After further studies of the evidence of various disciplines, it seems like the “Allies” model best fits the relationship between psychology method and Christianity.
Integration between Christian faith and Psychology
Webster dictionary states that psychology is, “The science of mind and behavior and the study of mind and behavior in relation to a particular field of knowledge or activity” (Merriam-Webster, 2017). Whereas, Christianity is defined, “A religion based on the person and teachings of Jesus of Nazareth, or its beliefs and practices” (Merriam-Webster, 2017). After the evidence from various disciplines of study, it seems that a person’s foundation is based on what we see and how we know. This leads a person to believe that it is crucial for Christian counseling to use both psychology and Christianity. There are several different methods that psychological theory and science use to gain knowledge. These are: “Logic,” “Empiricism,” “Revelation,” and “Hermeneutic” (Entwistle, 2015. P. 97). Whereas, experiments in psychology use deductive logic when testing a hypothesis. Inductive reasoning uses experiments that show a correlation by manipulating the variables. For instance, we use science to find out if a statement is true or false. An idea is a suggestion upon which an argument is based or from which a conclusion is drawn. For.
RubricThe final for this course is a paper titled Improvement Proj.docxtoddr4
RubricThe final for this course is a paper titled Improvement Project Report. Below is the rubric for this that details the expectations.Well developedEssentially DevelopedPartially DevelopedMarginally developedUnaccep-tableThis is how your final paper will be graded15-1312-109-76-43-0“Plan” Stage: Paper clearly addresses the goal or overall aim of what the Improvement Project is trying to accomplish; details objectives; identifies evidence-based research. Includes introduction, review of literature, “Do” Stage: Paper describes what the intervention was and what was done; details changes made; describes how actions were based on research; details how the data was collected and by whom. Includes aim statement, changes implemented, how will you know if improvement has been made“Study” Stage: Paper describes how the change is an improvement; details what data was collected; displays data in an appropriate format; details what went right, wrong, and what changes can be made that will result in improvement. Includes Likert scale and run chart (required)“Act” Stage and Summary of Learning: Paper describes how student will use what has been learned to make more improvements; provides a detailed summary of learning from the project; provides a summary of learning regarding the PDSA Improvement model and how to apply it in the future; details how to sustain improvement and if any more changes will need to be made. Includes lessons learned from project and use of PDSA in the futureResearch and Documentation: Synthesizes in-depth information from relevant sources representing various points of view/approaches; APA format and style of citation used appropriately throughout the paper; adequate number of sources referenced. Paper length 8-10 pages NOT including title and reference page. Four references: at least 3 scholarly, 2 reliable Websites. APA formatMechanics: Word choice, sentence structure, spelling, and punctuation; evidence of proofreading for sentence errors. Includes use of Arial or Times New Roman Font of 12, margins one inch, at least 1.5 or double spaced, OVERALL SCORE: WRITING 5 Title page, reference page, use of spell check, grammar proofing, proper capitalization and punctuation, avoiding use of "second person"OVERALL SCORE: CRITICAL THINKING 5 Includes: integration of research and learning into projectBuilt-in Points50Total50ABCDF135-150120-134105-11990-104below 90
Running head: Self-Improvement 2
Self-Improvement 2
Self-Improvement Project Update
Tamara Giebler
National American University
Quality and Risk Management
Ruth Vivian Derby
December 25, 2018
Comparing my data and seeing how it relates to my expectations from the beginning of the class. We have developed a tool to record all expenditures for a week, using checking, cash receipts, credit card statements. For week one to week four was two to four, I thought that I would have had my record keeping better by now, but if I keep working at it, it will get b.
Running Head: LETTER OF ADVICE 1
Letter of Advice
Student’s Full Name
COM 200: Interpersonal Communications
Instructor:1
Use Full Date – September 24, 2015
1 Please use your instructor’s full name.
Purpose: Use this sample Final Paper for a better understanding of what is present in a high
quality Final Paper: Letter of Advice. We’ve included these elements of constructive criticism to
demonstrate that even “A” quality work still receives comments to improve the student’s thinking
and writing on the topic. Please note that this paper was written when a slightly different set of
learning objectives were being used in this class. Be sure you use the learning objectives listed in
the final paper prompt.
See the footnotes at the bottom of each page for information about what the student has done well
in this assignment and also some areas for improvement.
LETTER OF ADVICE 2
Dear Cassy and Jeremy,
Congratulations on your recent engagement. It’s such a great time in your life. My wife
and I have been married almost 8 years. I also just took a class on interpersonal communications
and would love to share with you some of what I learned in addition to some personal
experiences.2 Knowing how your partner communicates and uses verbal and non-verbal
communication is important in a relationship and will help in reducing miscommunications.
Know going in to your marriage that there will be conflict but learning how to manage or resolve
those conflicts will help in a successful marriage. I know you both love each other very much
and that will help get you through those difficult times.3
Interpersonal Relationships4
Interpersonal relationships are part of our everyday life. Getting married forms one of
the most important interpersonal relationships you will ever have. But with any relationship there
are barriers to effectively maintain those interactions. Our self-concept is developed through our
interpersonal relationships and changes over time. Emotional intelligence also has a great impact
on how effective a relationship will be. The amount an individual discloses of themselves in a
relationship can vary depending on the type of relationship and can have both negative and
positive effects. Interpersonal conflict is probably one of the most challenging aspects of a
relationship and managing these conflicts effectively is important to the relationship’s wellbeing.
2 While we usually discourage people from using the first person, this essay asks that the student write a personal
letter, so it is okay to be more casual here
3 This is a good introduction. It would be even stronger with a more definitive thesis statement. The Writing Center
has a great “Thesi.
Running head LEADERSHIP PORTFOLIO1LEADERSHIP PORTFOLIO4.docxtoddr4
Running head: LEADERSHIP PORTFOLIO 1
LEADERSHIP PORTFOLIO 4
Leadership Portfolio
Your Name
Southern States University
Abstract
You will write a 150-word overview of your leadership style and techniques here.
Keywords: Leadership Portfolio
Write a 5-10 sentence explanation of your leadership style to introduce your paper.
Leadership Potential Assessment
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Managerial Leadership Skills
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Big Five Personality Profile
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Motive Profile
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Motive Profile with Socialized Power
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Leadership Interest
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Theory X and Theory Y Attitudes
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
How Ethical is Your Behavior
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Strategic Management Assessment
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Personal Vision Statement
You will include the personal vision statement from your week 7 paper here. This information will come from your week 7 paper.
Personal Mission Statement
You will include the personal mission statement from your week 7 paper here. This information will come from your week 7 paper.
Personal SWOT Analysis
You will include the SWOT Analysis from your week 7 paper here. If you did not properly quote things and use in text citations for your original paper, you should update that for this submission. This information will come from your week 7 paper.
Motivational Theory
You will include at least 1-2 pages of information from your motivational theory paper here. You should include a minimum of three references in this section. If you did not properly quote things and use in text citations for your original paper, you should update that for this submission. This information will come from your week 2 paper.
Communication, Conflict, and Power
You will include at least 1-2 pages of information from your communication, conflict, and power paper here. You should include a minimum of three references in this section. If you did not properly quote things and use in text citations for your original paper, you should up.
Running Head: LAB 5 1
LAB 5 7
Lab 5
Gretchen Greene
Nathan Stewart, PhD
May 8, 2017
Executive Summary
As with any new technology, risks can arise in e-commerce that is not common to those traditional “brick-and-mortar” stores. A huge concern for e-commerce applications is credit/debit card use. Major damage can be done to an organization if the credit/debit card transactions are not secured in terms of financial fraud, loss of consumer confidence, identity theft, or legal regulations.
Online Goodies provides custom promotional gifts to corporate customers and is an Internet-based company. Some of their products include mugs, computer accessories, t-shirts, and office décor. The majority of its income comes from online credit card purchase. They give their repeat customers a discount based on their annual purchase amount.
This report is to create a test plan for Online Goodies based on the OWASP standards. The report includes an overview and rationale of all of the tests performed including a brute force test, an authentication test, privilege escalation test, code injection test, and web application fingerprint test.
Table of Contents
Executive Summary……………………………………………………………………………….2
Table of Contents………………………………………………………………………………….3
Types of Test Being Performed…………………………………………………………………...4
Test Plan for Online Goodies Site According to OWASP Standards……………………………..4
Rationale for Testing Used………………………………………………………………………..4
References…………………………………………………………………………………………7
Types of Tests Performed
The least expensive way to reduce costs and risks and improve software quality is to catch deficiencies as early as possible. To understand the guidelines for testing the OWASP Testing Guide was used. The tests used in this plan are: Usability Testing, Unit Testing, Interface Testing, Integration Testing, Functionality Testing, Performance Testing, Security Testing, Authentication and Authorization Testing, Privilege Escalation Testing, and Web Application Fingerprint Testing.
Test Plan for Online Goodies Site
The purpose of his test plan is to ensure the Goodies site meets all of its business, functional, and technical requirements. The test plan describes the schedule of test activities, test plan strategy, activities, resources, and scope. This document will identify the features on the site to be tested, the testing tasks, the user assigned to each task, each testing environment, techniques, explanation of options, and risks.
Before actually testing the site, you have to create test cases. This is the sample data which will be used to go through the system. These can be created as soon as the requirements are received. Additional test cases should be created to test other aspects of the system due to its complexity.
Explanation of Testing
Usability testing is one of the most important aspects of building a website. Users are not going to take the time to try to use a website that is poorly designed. We are used.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Running head A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FA.docx
1. Running head: A PBR APPLICATION FOR AN INTERIOR
SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE
COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface
Coating Facility
BOBBY MYERS
Columbia Southern University
Abstract
Environmental pollution is caused by various activities. For
instance, the car industry is a major contributor to the
contamination that takes place on a daily basis. For example,
smoke emissions, car spraying, tire burning, and the burning of
fuel like petrol or diesel are some of the activities that lead to
environmental pollution. Car spraying, for example, is a
primary cause of contamination. This paper will focus upon the
amounts of spray content used per, rates of emission, determine
the health effects associated with air pollution, their impact on
the environment, and effective ways of curbing the
contamination.
A Permit by Rule (PBR) Application for an Interior Surface
Coating Facility
General Considerations for Operation
2. Face Velocity
Face velocity is the procedure whereby there is sufficient
speed movement of air in the booth to enable it trap solvent
emissions and particulate substances, therefore, is removed
through the filters of a stack exhaust (Godish.,Davis., & Fu
2015). The face is referred to as the section whereby intake air
goes in. The calculations of face velocity should consider the
following:
1.0 The rate of make-up unit through which air run flows in
cubic feet per minute.
2.0 The flow rate of exhaust fun in ft or cfm
3.0 The operation procedure entire opening section of the booth.
Calculations of either circular or rectangular opening are:
Circular
Area=
Rectangular
Area= Length x Width
A= 5m x 4m = 20m2
If the booth features numerous openings, the overall area will
be derived by addition of each section. The air makeup flow
rate and exhaust booth fun units will be subtracted:
Flow rate = exhaust fun flow = unit of air make up the flow rate
Thus, face velocity= total intake area/flow rate.
Filter velocity
Filter velocity can only be determined if slow-moving air is
sufficient through filters in such a way that the drop of pressure
is sustained and allowable in each filter, along with capturing
particulate substances.
Method
To determine filter velocity, the calculation below must be
made;
The exhaust fun flow rate in f3/min.
The booth filter area.
3. The booth including numerous filters will have its net area
determined by the addition of areas of different booths Region
(T. C. E. Q., Paso, E., Rubinstein, C., & Area, T. B., 2007).On
the basis of the fact that the booth is comprised of the air
makeup equipment and exhaust fun, the exhaust fun flow rate
will be utilized as the net air that shifts into the booth will
originate from the exhaust fan.
Flow rate = exhaust flow rate
Filter velocity= rate of flow/ total filter area
Thus, filter velocity = 15/20 = 0.75m3/s
VOC and ES Content per Vehicle
The calculations in this section are based on the provisions
of Texas Car Body Repairs development team (T. C. E. Q.,
Paso, E., Rubinstein, C., & Area, T. B., 2007). The Exempt
Solvents (ES) and Volatile Organic Compounds (VOC) for each
automobile is: 10 gallons of coating per vehicle:
· The calculations in this section show the amount (lbs.) of
VOC in the pre-mixed thinner/coating that will be utilized in
the inner liner coating substance.
· 2.8 lbs, gal of VOC x 10 gal/vehicle = 28.0 lbs of VOC per
vehicle.
· The calculations in this section show the amount (lbs) of ES
that are in the pre-mixed thinner/coating.
· 2 gals of solvent per vehicle x 0.5 lbs. per gal = 1.0 lbs. ES
per vehicle.
The information that the facility will submit for the application
of the air permit in regards to ES and VOC amounts are; 1.0 lbs.
ES per vehicle and 28.0 lbs VOC per vehicle. The findings were
on the basis of the calculations made in this section
Operational Air Emission Rates
The following calculations are made on the basis pf the
specifications by the Texas Car Body Repair design team
(T.C.E.Q., 2011). The rates of emission averaged across a 5-
hour duration and a work week of 4 days.
Inner Liner Coating Material Content: 28.0 lbs. VOC/vehicle
4. Exempt Solvent composition: 1.0 lbs. ES/Vehicle
Peak Hourly Rate and Yearly Emission Rates:
VOC for two vehicles – hourly rate and yearly emission
rate:
· 28 lbs. VOC/Vehicle x 2 automobiles= 56.0 lbs VOC each day.
Hourly: 56.0 lbs. VOC/day/ 1 day/ 5 hours= 11.2 lbs. VOC
per hour.
Weekly: 56.0 lbs. VOC/day x 4 days per week= 56 x 4=
224.0 lbs. VOC per week.
Yearly: 224. lbs VOC/weeks x 52 weeks= 11, 648.0 lbs
VOC per year.
ES for 2 automobiles- hourly and annual emission rate;
· 1.0 lbs ES/vehicle x 2 automobiles= 2.0 lbs per day.
Hourly:2.0 lbs ES/vehicle/ 1 day/ 5hours= 0.4 lbs ES/hr.
Weekly: 2.0 ES/day x 4 days/week == 8.0 lbs per week.
Anually: 8.0 ES/week x 52 weeks per year= 416.0 ES/year.
Potential to Emit (PTE): ES and VOC calculations are
based on annual tons (1 ton = 200lbs.)
VOC: 11,648 lbs./year/2000 lbs. = 5.82 tons VOC per
year.
ES: 416.0 lbs. ES/year/2000 lbs.= 0.21 tons ES per
year.
To secure an air permit, the facility should comply with
the TCEQ-guidelines set for emission rates. PRRR, 30 TAC
106.433 (6)(A) articulates that the facility cannot have a surplus
of six pounds of VOC emissions each hour; the emissions are
averaged over give-hour periods and five hundred pounds each
week on the basis of enclosed work area or booth. The facility
will be utilizing 11.2 lbs, which means that it is within the
required restrictions. The average VOC per hour for two booths
is 5.6 lbs. Further, the two booths consume 224 lb. of VOC
each week, which averages to 112lbs. per booth each week. The
facility must keenly observe the VOC emissions to ensure that it
stays within the required level (T.C.E.Q., 2011).
The Potential to Emit is the standard that states the
permitted peak capacity for a source to discharge any kind of air
5. pollutant from such a facility (T.C.E.Q., 2011). If the emission
is higher than 100/ton per year, the facility will be mandated to
secure a Title V permit for operations. Based on the figures of
5.82 tons VOC annually, the facility will not be mandated a
Title V permit since they do not reach 100 tons of VOC per
year. Finally, they are shifting towards the right path with the
process of air permit application.
References
Fischer, C. (2010). FROM THE TRENCHES.
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Region, T. C. E. Q., Paso, E., Rubinstein, C., & Area, T. B.
(2007). Texas Commission on Environmental Quality. target
Texas Commission on Environmental Quality. (2011). Surface
coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
https://www.tceq.texas.gov/searchpage?cx=00488894483105157
1741%3Auk-
3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilit
ies%3A+A+Guide+for+Obt aining+Air+Auth
orization+in+Texas
MEE 6501, Advanced Air Quality Control 1
Course Description
Explores an in-depth study of advanced air quality control
science and management practices. Addresses health effects,
environmental impacts, monitoring, modeling, and treatment.
6. Course Textbook
Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th
ed.). Boca Raton, FL: CRC Press.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe methods for monitoring air pollution.
2. Critique air pollutant modeling equations and/or software.
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.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides
students with the learning outcomes, unit lesson,
7. required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes
that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which
discusses lesson material.
4. Reading Assignments: Each unit contains Reading
Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: A Suggested Reading is listed in Unit II.
Students are encouraged to read the resource
listed if the opportunity arises, but they will not be tested on
their knowledge of the Suggested Reading.
6. Discussion Boards: Discussion Boards are part of all CSU
term courses. More information and specifications
can be found in the Student Resources link listed in the Course
Menu bar.
7. Unit Assessments: This course contains four Unit
Assessments, one to be completed at the end of Units I, III, V,
and VII. Assessments are composed of written-response
questions.
8. Unit Assignments: Students are required to submit for
grading Unit Assignments in Units II-VIII. Specific
information and instructions regarding these assignments are
provided below. Grading rubrics are included with
each assignment. Specific information about accessing these
rubrics is provided below.
9. Ask the Professor: This communication forum provides you
8. with an opportunity to ask your professor general or
course content related questions.
10. Student Break Room: This communication forum allows for
casual conversation with your classmates.
MEE 6501, Advanced Air
Quality Control
Course Syllabus
MEE 6501, Advanced Air Quality Control 2
CSU Online Library
The CSU Online Library is available to support your courses
and programs. The online library includes databases,
journals, e-books, and research guides. These resources are
always accessible and can be reached through the library
webpage. To access the library, log into the myCSU Student
Portal, and click on “CSU Online Library.” You can also
access the CSU Online Library from the “My Library” button on
the course menu for each course in Blackboard.
The CSU Online Library offers several reference services. E-
mail ([email protected]) and telephone
(1.877.268.8046) assistance is available Monday – Thursday
from 8 am to 5 pm and Friday from 8 am to 3 pm. The
library’s chat reference service, Ask a Librarian, is available
24/7; look for the chat box on the online library page.
Librarians can help you develop your research plan or assist you
in finding relevant, appropriate, and timely information.
9. Reference requests can include customized keyword search
strategies, links to articles, database help, and other
services.
Unit Assignments
Unit II Mini Project
Over the course of these remaining seven units, we will be
developing a course project. We will do a single section of the
course project in every unit, completing one section of the
course project in each unit, and then adding the subsequent
work in the following unit. This unit work will be in the form of
mini projects, and in Unit VIII, you will submit the entire
project. Throughout the course, your instructor will provide you
with feedback on every unit you submit; therefore, it is
important to implement the feedback you receive in the
upcoming unit(s). You will be required to integrate an online
resource in your final submission. The Business Continuity &
Disaster Recovery Reference Center is a good online
database for this course project.
Our course project will be to develop a document titled A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility that will serve as a simulation of our work as a contract
environmental engineer to a small vehicle body shop
located in the state of Texas.
The Scenario:
You have been contracted with a vehicle body repair shop
named Texas Car Body Repairs, USA to engineer and write a
state (Texas) air permit application for a carefully designed
10. interior lining (painting) facility. According to Texas state laws
and 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 application to automatically align the interior surface
coating facility into operational compliance with state and
federal air quality laws. Consequently, it is extremely important
for you to write the air permit application to meet the air
permit criteria using the state guidance document and
considering the equipment and chemicals already planned for
the
facility operations.
Your client has presented you with the following specifications
regarding the facility operations plan:
Interior Liner
Coating
Material
10 gallons
coating/vehicle
2 gallons of
solvent/vehicle
Vehicle Lining
Application
Apply interior
liners to two
(2)
vehicles/day
11. Work five (5)
hours/day and
four (4)
days/week
Vehicle Lining
Curing
Cure interior
liners of two
(2)
vehicles/day
Work five (5)
hours/day and
four (4)
days/week
mailto:[email protected]
MEE 6501, Advanced Air Quality Control 3
Interior Liner
Cure
Heater fuel
source is
natural gas-
fired drying
oven
Heater
generates 2.1
million (MM)
Btu/hr at
12. maximum
2,500 hrs/year
Vehicle Lining
Design
Cross-draft air
plenum
Vehicle 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
unit
Filter
Openings
20.0 ft2 each Two (2) filter
openings
Coating WV VOC content 2.8 lb/gal
coating
13. 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
The client has designed an interior coating spray painting
system that allows the interior of a vehicle to be coated (such as
for new vehicles, or vehicles being restored after fire damage or
other catastrophic interior damage). The operations will
14. involve a stripped-down vehicle body being brought into the
facility’s shop. The shop is a steel building with a finished
concrete floor and a paint booth for each vehicle. The vehicle
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
vehicle (see Cross-Draft Automotive Spray Booth in Appendix
F of the TCEQ Regulatory Guidance Document). For each
vehicle, once the liner application operations are completed the
forced curing (drying) operations will immediately
commence.
Instructions
1. Closely read the Required Reading assignment from your
textbook, Appendix B and Appendix K of the Texas
Commission on Environmental Quality (TCEQ) Regulatory
Guidance document (Click here to access the
document), and the Unit Lesson within the Study Guide.
Consider reading the Suggested Reading.
2. Using APA style (title page, abstract page, body with level 1
headings, and a reference page) for a research
paper, begin drafting a proposal document. You will add to this
document in every unit with another level 1
heading.
3. Make your Unit II work your first level 1 heading titled
“General Considerations for Operation,” and describe the
scenario that is presented above. You may find it convenient to
present the tabulated information in your General
Considerations section of the permit for future reference
throughout the rest of the course. This submission (and
every submission through Unit VII) needs to be a minimum of
at least a one page in length, double-spaced.
15. https://online.columbiasouthern.edu/CSU_Content/Courses/Eme
rgency_Services/MEE/MEE6501/15F/TCEQ.pdf
MEE 6501, Advanced Air Quality Control 4
NOTE: In the following units (Units III through VIII), the unit
lessons will contain information related to the interior surface
coating operation by means of practical examples.
Consequently, it is imperative that you read the unit lessons
within the
study guide every week, use the TCEQ’s (2011) regulatory
guidance document, and consider the current (as well as
previous) material from your textbook in every unit. This
project will serve as a comprehensive demonstration of your
applied learning of engineering air quality.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit III Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “VOC and ES Content per
Vehicle,” of your proposal by following the instructions
carefully, and then submit your continued draft for grading.
Instructions
1. Closely read the Required Reading assignment from your
16. textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit II and make any
improvements to your draft using your professor’s feedback
from the Unit II project assignment.
3. Open the Unit III Study Guide, read the Unit III Lesson, and
review the calculations demonstrated and explained
regarding VOC and ES weights per gallon and per vehicle for
our scenario.
4. Make your Unit III work your second level 1 heading titled
“VOC and ES Content per Vehicle.” Describe and
demonstrate (illustrate) the calculations for both the VOC and
ES weights for this section of your project.
You are required to describe and demonstrate the VOC and ES
calculations in a minimum one-page, double-spaced
document.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit IV Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “Operational Air Emission
Rates,” of your proposal by following the instructions
carefully, and then submit your continued draft for grading.
Instructions
17. 1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit III and make any
improvements to your draft using your professor’s feedback
from the Unit III project assignment.
3. Open the Unit IV Study Guide, read the Unit IV Lesson, then
review the calculations demonstrated and explained
regarding emission rate calculations and “potential to emit”
statistical model calculations for our scenario.
4. Make your Unit IV work your third level 1 heading titled
“Operational Air Emission Rates.” Describe and
demonstrate (illustrate) the calculations for the following for
this section of your project: (a) calculating maximum
hourly and annual emission rates, (b) emission rate averaged
over a five-hour period, and (c) potential to emit.
You are required to describe and demonstrate the “Operational
Air Emission Rates” in a minimum one-page, double-
spaced document.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit V Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “Operational Face and Filter
Velocities,” of your proposal by following the instructions
18. carefully, and then submit your continued draft for grading.
MEE 6501, Advanced Air Quality Control 5
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit IV and make any
improvements to your draft using your professor’s feedback
from the Unit IV project assignment.
3. Open the Unit V Study Guide, read the Unit V Lesson, then
review the calculations demonstrated and explained
regarding face velocity calculations and filter velocity
calculations for our scenario.
4. Make your Unit V work your fourth level 1 heading titled
“Operational Face and Filter Velocities.” Describe and
demonstrate (illustrate) the calculations for the following for
this section of your project: (a) calculate the face
velocity and (b) filter velocity of the spray booth in a minimum
one-page, double-spaced document.
Information about accessing the Grading Rubric for this
assignment is provided below.
Unit VI Mini Project
19. As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “VOC Content Minus Water
and Exempt Solvent,” of your proposal by following the
instructions carefully, and then submit your continued draft for
grading.
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit V and make any
improvements to your draft using your professor’s feedback
from the Unit V project assignment.
3. Open the Unit VI Study Guide, read the Unit VI Lesson, then
review the calculations demonstrated and explained
regarding VOC content minus water and exempt solvent
calculations for our scenario.
4. Make your Unit VI work your fifth level 1 heading titled
“VOC Content Minus Water and Exempt Solvents.”
Describe and demonstrate (illustrate) the calculations for the
following for this section of your project: (a) calculate
the gallons of water in one gallon of coating and (b) pounds of
VOC in one gallon of coating (without the water
and exempt solvent). This submission should be in a minimum
one-page, double-spaced document.
Information about accessing the Grading Rubric for this
assignment is provided below.
20. Unit VII Mini Project
As a continuation of our course project due in Unit VIII, A
Permit By Rule (PBR) Application for an Interior Surface
Coating
Facility, complete the next section, “Heater and Oven
Combustion Emissions,” of your proposal by following the
instructions carefully, and then submit your continued draft for
grading.
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit VI and make any
improvements to your draft using your professor’s feedback
from the Unit VI project assignment.
3. Open the Unit VII Study Guide, read the Unit VII Unit
Lesson, then review the calculations demonstrated and
explained regarding calculations for emissions of products of
combustion from heaters and ovens for our
scenario.
4. Make your Unit VII work your sixth level 1 heading titled
“Heater and Oven Combustion Emissions.” Describe and
demonstrate (illustrate) the calculations for the following for
this section of your project: (a) nitrous oxides (NOx),
(b) carbon monoxide (CO), (c) particulate matter (PM), (d)
volatile organic compounds (VOC), and (e) sulfur
dioxide (SO2) for BOTH hourly emissions (short-term) in
lbs./hr. AND annual (long-term) emissions in tons/year.
21. Your response should be in a minimum one-page, double-spaced
document.
Information about accessing the Grading Rubric for this
assignment is provided below.
MEE 6501, Advanced Air Quality Control 6
Unit VIII Project
To finish our course project due in this Unit VIII, A Permit By
Rule (PBR) Application for an Interior Surface Coating
Facility, complete the final two sections, “Pollution Control
Technologies” and “Process Flow Diagram” of your proposal by
following the instructions carefully, and then submit the
completed, final draft of your proposal for grading.
Instructions
1. Closely read the Required Reading assignment from your
textbook, the TCEQ (2011) document, and the Unit
Lesson in the Study Guide.
2. Open your proposal draft from Unit VII and make any
improvements to your draft using your professor’s feedback
from the Unit VII project assignment.
3. Open the Unit VIII Study Guide, read the Unit VIII Lesson,
then consider the control technology options available
for our scenario.
22. 4. Make your first Unit VIII section your seventh level 1
heading titled “Pollution Control Technologies.” Select
appropriate control technologies to be used in the final exhaust
air from the spray booth for the following
pollutants: (a) gases and vapors, (b) aerosol particles, and (c)
noise levels of 90 dBA at 1,000 Hz. Be sure to
defend your suggested engineering controls with literature.
5. Make your second Unit VIII section your eighth (final) level
1 heading titled “Process Flow Diagram.” Map out the
entire process by developing a drawing of the process. You
might consider reviewing the drawings located within
Appendix G and Appendix J in the TCEQ (2011) document and
Figure 10.12 on page 381 of your textbook as
good examples of clear and understandable process drawings to
help you construct your own Process Flow
Diagram.
6. Be sure that your Abstract and References pages are updated
before you submit your final project for a grade.
NOTE: Please compile (Units II-VIII) and submit your entire
project as one document. Include an article reference from the
CSU Online Library within your final project submission that is
tied to the course project. The Business Continuity &
Disaster Recovery Reference Center online database is a good
online database for this course project.
Information about accessing the Grading Rubric for this
assignment is provided below.
APA Guidelines
The application of the APA writing style shall be practical,
23. functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources.
CSU requires that students use APA style for certain
papers and projects. Students should always carefully read and
follow assignment directions and review the associated
grading rubric when available. Students can find CSU’s Citation
Guide by clicking here. This document includes examples
and sample papers and provides information on how to contact
the CSU Success Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your
professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of
the learning activity and describes the criteria for each
level of achievement. In addition, a rubric is a reference tool
that lists evaluation criteria and can help you organize your
efforts to meet the requirements of that learning activity. It is
imperative for you to familiarize yourself with these rubrics
because these are the primary tools your professor uses for
assessing learning activities.
Rubric categories include: (1) Discussion Board, (2) Assessment
(Written Response), and (3) Assignment.
However, it is possible that not all of the listed rubric types will
be used in a single course (e.g., some courses may
not have Assessments).
The Discussion Board rubric can be found within Unit I’s
Discussion Board submission instructions.
The Assessment (Written Response) rubric can be found
embedded in a link within the directions for each Unit
24. Assessment. However, these rubrics will only be used when
written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study,
research paper) will have its own rubric. The Assignment
rubrics
are built into Blackboard, allowing students to review them
prior to beginning the Assignment and again once the
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
MEE 6501, Advanced Air Quality Control 7
Assignment has been scored. This rubric can be accessed via the
Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the
course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with
these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the
method by which your instructor assigns all grades.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
25. Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
Student Break Room
This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
Grading
26. Discussion Boards (8 @ 2%) = 16%
Assessments (4 @ 8%) = 32%
Mini Projects (6 @ 7%) = 42%
Unit VIII Project = 10%
Total = 100%
Course Schedule/Checklist (PLEASE PRINT)
The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
MEE 6501, Advanced Air Quality Control 8
MEE 6501, Advanced Air Quality Control Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep this
schedule for reference as you progress through your course.
Unit I The Atmosphere and Atmospheric Pollutants
27. Read:
n and Pollutants
Discuss:
Discussion Board question by Saturday,
11:59 p.m. (Central Time)
student’s
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit II Engineering for Outdoor Air Quality
Read:
4: Atmospheric Effects
Discuss:
28. Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
iscussion Board Comment: Comment on another student’s
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
Unit III Engineering for Indoor Air Quality
Read:
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
29. Submit:
Notes/Goals:
MEE 6501, Advanced Air Quality Control 9
MEE 6501, Advanced Air Quality Control Course Schedule
Unit IV Engineering for Indoor Air Quality, Part Two
Read:
nvironmental Noise
Discuss:
Discussion Board question by
Saturday,11:59 p.m. (Central Time)
student’s
Discussion Board response by
30. Tuesday,11:59 p.m. (Central Time)
Notes/Goals:
Unit V Engineering Air Quality for Ecological and Structural
Health
Guide
Read:
Discuss:
Discussion Board question by
Saturday,11:59 p.m. (Central Time)
mment: Comment on another student’s
Discussion Board response by
Tuesday,11:59 p.m. (Central Time)
Submit:
Notes/Goals:
31. Unit VI Engineering Air Quality Monitoring Systems
Read:
Discuss:
Response: Submit your response to the
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
32. MEE 6501, Advanced Air Quality Control 10
MEE 6501, Advanced Air Quality Control Course Schedule
Unit VII Statistical Modeling for Engineered Air Quality
Read:
-
277
Deposition, pp. 77-98
Discuss:
ponse to the
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Submit:
al Time)
Notes/Goals:
33. Unit VIII Utilizing Pollution Control Technologies for
Engineered Air Quality Control
Read:
ssions
Discuss:
Discussion Board question by
Saturday, 11:59 p.m. (Central Time)
Discussion Board response by
Tuesday, 11:59 p.m. (Central Time)
Notes/Goals:
34. TCEQ REGULATORY GUIDANCE
Small Business and Environmental Assistance Division
RG-404 ● February 2011
T E XA S C O MMIS SI O N O N EN V I RO N ME N TA L Q
UA LI TY • P O BO X 1 3 0 8 7 • A U ST I N, T X 7 8 7 1
1 - 3 0 8 7
T h e T C E Q i s a n e q u a l o p p o r t u n i t y e m p l o y
e r . T h e a g e n c y d o e s n o t a l l o w d i s c r i m i n a
t i o n o n t h e b a s i s o f r a c e , c o l o r , r e l i g i o n ,
n a t i o n a l o r i g i n , s e x , d i s a b i l i t y , a g e ,
s e x u a l o r i e n t a t i o n , o r v e t e r a n s t a t u s . I n
c o m p l i a n c e w i t h t h e A m e r i c a n s w i t h D i s a
b i l i t i e s A c t , t h i s d o c u m e n t m a y b e r e q u e s
t e d i n a l t e r n a t e f o r m a t s b y c o n t a c t i n g
t h e T C E Q a t 5 1 2 - 2 3 9 - 0 0 2 8 , f a x 5 1 2 - 2 3 9 -
4 4 8 8 , o r 1 - 8 0 0 - R E L A Y - T X ( T D D ) , o r b y
w r i t i n g P O B o x 1 3 0 8 7 , A u s t i n T X 7 8 7 1 1 -
3 0 8 7 . W e a u t h o r i z e y o u t o u s e o r
r e p r o d u c e a n y o r i g i n a l m a t e r i a l c o n t a i n e
d i n t h i s p u b l i c a t i o n — t h a t i s , a n y m a t e r
i a l w e d i d n o t o b t a i n f r o m o t h e r s o u r c e s .
P l e a s e a c k n o w l e d g e t h e T C E Q a s y o u r
s o u r c e . P r i n t e d o n r e c y c l e d p a p e r .
Surface Coating Facilities
A Guide for Obtaining Air Authorization in Texas
Contents
Introduction
...............................................................................................
....................................................... 2
Which Air Authorization Applies to You?
35. ...............................................................................................
2
De Minimis
...............................................................................................
.......................................................... 2
Permit by Rule
...............................................................................................
..................................................... 3
New Source Review
Permit.....................................................................................
............................................ 7
Title V Federal Operating
Permit.....................................................................................
.................................. 7
Other Requirements
...............................................................................................
........................................ 8
General Air Quality Rules (30 TAC 101)
...............................................................................................
............ 8
Nonattainment and Near-Nonattainment Areas (30 TAC 115)
.......................................................................... 9
New Source Performance Standards (40 CFR, Part 60)
.................................................................................. 10
National Emission Standards for Hazardous Air Pollutants (40
CFR, Part 63) .............................................. 10
Common Air Violations for Surface Coaters
........................................................................................ 11
For More Information
...............................................................................................
................................... 11
Appendix A: Common Permits by Rule for Surface Coating
36. Facilities ........................................ 12
Appendix B: Surface Coating Permit by Rule (30 TAC 106.433)
.................................................. 13
Appendix C: Volatile Organic Compound (VOC) and Exempt
Solvent Content per Gallon of
Coating
...............................................................................................
............................................................... 16
Appendix D: Calculating Maximum Hourly and Annual
Emission Rates ................................... 20
Appendix E: Emission Rate Averaged Over a Five-Hour Period
................................................... 24
Appendix F: Potential to Emit
...............................................................................................
.................... 25
Appendix G: Calculation of Booth or Work-Area and Filter and
Face Velocities .................... 26
Appendix H: VOC Content Minus Water and Exempt Solvents
..................................................... 30
Appendix I: Calculations for Emissions of Products of
Combustion from Heaters and Ovens
...............................................................................................
............................................................................... 33
Appendix J: Examples of Acceptable Stack Designs
.......................................................................... 35
37. Appendix K: Compliance Worksheet
...............................................................................................
....... 36
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
2 Revised March 2011
Introduction
This document is tailored to the surface coating industry,
excluding auto body shops,
and contains general information about air regulations. Surface
coaters prepare and
coat (paint) items that may be made out of metal, wood, plastic,
porcelain, or any of
several other materials. Processes associated with cleaning and
coating emit air
contaminants. As part of its role in protecting public health and
the environment, the
Texas Commission on Environmental Quality (TCEQ) requires
you to get proper air
authorization for these emissions. Under the law, you are
required to obtain
authorization before you build, modify, or begin operations at
your facility.
Even if your site is already in operation, you still need an air
authorization. You should
begin steps to obtain authorization as soon as you become aware
that this regulation
applies to you. For more information on how to proceed if you
find yourself in this
situation, call the Small Business and Local Government
38. Assistance (SBLGA) program
at 800-447-2827 for confidential assistance. You can also
contact the Air Permits
Division at 512-239-1250 for technical assistance.
Which Air Authorization Applies to You?
The type of authorization you qualify for will depend on the
materials and chemicals
you use, the processes that you conduct, and the amount of air
contaminants your
facility creates. In Texas, you have three options for obtaining
authorization to emit air
contaminants from your surface coating facility. You must
either
• qualify for de minimis status, or
• obtain authorization through a
In addition, you may be required to obtain coverage under a
Title V Federal Operating
Permit if your emissions exceed certain levels. Ultimately, you
must decide which type
of authorization applies to your business and if it needs to meet
any other
requirements to comply with state and federal laws.
De Minimis
De minimis sites emit very small amounts of air contaminants.
If your site qualifies as
de minimis, you do not need to register with the TCEQ.
However, you do need to keep
records to prove that you meet the de minimis requirements.
39. Even if your site is de
minimis, you may have to comply with other state and federal
regulations—see “Other
Requirements,” on page 8. The rules that explain the de minimis
criteria appear at 30
Texas Administrative Code (TAC) Chapter 116, Subchapter B,
Division 1, Section
116.119.
There are several ways that you can meet the de minimis
criteria. To find out whether
you can claim de minimis status:
• Check the De Minimis Facilities or Sources List [30 TAC
116.119(a)(1)].
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 3
Any facility on the De Minimis Facilities or Sources List is
40. considered de minimis by
the TCEQ. This list is available online at
<www.tceq.texas.gov/goto/de_minimis>.
• Check the Materials and Usage List [30 TAC
116.119(a)(2)(A–F)].
If the total, site-wide use per year of the following materials is
below the thresholds
listed, the site is considered de minimis:
• cleaning and stripping solvents, 50 gallons per year
• coatings (excluding plating materials), 100 gallons per year
• dyes, 1,000 pounds per year
• bleaches, 1,000 gallons per year
• fragrances (excluding odorants), 250 gallons per year
• water-based surfactants and detergents, 2,500 gallons per year.
• Review Your Emission Rates and Check the Effects Screening
level (ESL) List or Ask
for a Case-by-Case Review.
There are two additional ways that you can claim de minimis
status. You can
review the ESL list and emission rate caps [30 TAC
116.119(a)(3)] or ask for a
case-by-case review [30 TAC 116.119(a)(4)]. For more
information on these
options, contact the Air Permits Division at 512-239-1250.
De minimis sites cannot be in violation of any TCEQ rule,
permit, order, or statute. If a
business is found to be in violation, it will no longer be
considered de minimis and
must obtain authorization through a PBR or an NSR permit.
Permit by Rule
41. Many surface coaters obtain authorization by qualifying for a
PBR. PBRs have specific,
non-negotiable conditions that your business must meet. PBRs
are approved more
quickly than NSR permits and less documentation is required
for approval. It is
important that you keep accurate records and documents to
verify that you continually
meet the conditions of your PBR.
In addition, more than one PBR may apply to your site. For
example, you
might sandblast an object and then paint it. You would need to
obtain authorization
under the PBRs both for dry abrasive cleaning and for surface
coating. You can find
more on surface preparation at the SBLGA’s website,
<www.TexasEnviroHelp.org>.
Review 30 TAC Chapter 106 to find all appropriate PBRs that
may be applicable to
your site. The most common PBRs for surface coating facilities
are listed in
Appendix A.
Who Can Register Under a PBR?
General Requirements (30 TAC 106.4)
Facilities that are sources of air contaminants may claim a PBR
as long as they can
meet the general requirements and emission limits in 30 TAC
Chapter 106, Subchapter
A, Section 106.4 and meet the specific requirements for the
PBR that they are claiming.
You will need to calculate your air emissions to determine if
42. you meet the conditions
http://www.tceq.texas.gov/goto/de_minimis�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=T&ap
p=9&p_dir=N&p_rloc=86589&p_tloc=&p_ploc=1&pg=9&p_tac
=&ti=30&pt=1&ch=116&rl=119�
http://www.texasenvirohelp.org/�
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_vie
w=4&ti=30&pt=1&ch=106�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=4�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=4�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=4�
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
4 Revised March 2011
of a PBR. If you need help with these calculations, review
Appendixes C through E. If
you use heaters or ovens at your facility, you can reference
Appendix I for help
determining the emissions from those activities. You can also
43. use the compliance
worksheet in Appendix K to help you gather all of the
information you will need to get
started.
The general air emission limits, explained in 30 TAC Chapter
106, Subchapter A,
Section 106.4, are:
• No more than 25 tons per year (sitewide) of:
• volatile organic compounds (VOCs),
• sulfur dioxide (SO2),
• particulate matter (PM10) that is small enough to be inhaled,
or
• any other air contaminant (including exempt solvents)—except
carbon
dioxide, water, nitrogen, methane, ethane, hydrogen, and
oxygen.
• No more than 250 tons per year (sitewide) of:
• carbon monoxide (CO), or
• nitrogen oxides (NOx).
Overview of Requirements for Surface Coating Facilities (30
TAC 106.433)
The PBR for surface coating facilities, found in 30 TAC
Chapter 106, Subchapter S,
Section 106.433, has more stringent emission limits and
requirements than the
general requirements in 30 TAC Chapter 106, Subchapter A,
Section 106.4. It is
important to note that this PBR covers the use of coatings that
contain metal pigments,
but does not cover the application of molten metals.
44. The facility must maintain good housekeeping practices, clean
up spills promptly, use
exhaust fans when in operation, and properly store and dispose
of new and used
coatings and solvents. If you use ovens to dry or cure paint at
your facility, you must
either use an electric oven or ensure that the maximum heat
input does not exceed 40
million British thermal units per hour. The rule also specifies
the appropriate type of
fuel that may be used for these ovens.
The specific air emission limits for surface coating operations
performed indoors, in a
booth, or in an enclosed work area, as explained in 30 TAC
106.433(6), are no more
than:
• 6 pounds of VOCs per hour, averaged over a five-hour period
(see Appendix E for
help with this calculation), and
• 500 pounds of VOCs per week per booth or enclosed work
area.
• You must ensure that your VOC emissions do not exceed 13
tons of VOCs per
year per booth or enclosed work area. This value comes from
the following
equation:
500 �� ���
����
×
46. p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=433�
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 5
• all exhaust stacks extend at least 1.5 times the building height
above the ground.
(See Appendix J for more on stack design.)
• there is a minimum face velocity of 100 feet per minute
(ft/min) at the intake
opening of each booth or work area,
• the filter velocity does not exceed 250 ft/min. (See Appendix
G for face velocity
and filter velocity calculation.)
• the emissions of particulate matter from spraying operations
are controlled by
either a wash-water system or a dry filter system with a 95
percent removal
efficiency.
Surface coating operations performed outdoors or in a non-
enclosed work area must
comply with the same VOC emission limits as enclosed
operations (6 lb/hr and 500
lb/week). The VOC limits may be more stringent if the
operation sprays coatings with
metallic pigments containing chromates, lead, cadmium,
selenium, strontium, or
cobalt. Review 30 TAC 106.433(7)(B) if this applies to your
47. business. Outdoor spray
operations must also ensure that:
• all coating operations are conducted at least 50 feet from the
property line and
250 feet from the nearest off-property structure, and that
• the TCEQ has given written site approval before construction.
The site-wide limits from coating and cleanup solvents,
explained in 30 TAC
106.433(4), apply to both indoor and outdoor operations. All
facilities must ensure
that their site-wide emissions are no more than:
• 25 tons per year of VOC and 10 tons per year of exempt
solvents, and
• 30 pounds per hour of VOC and 5.0 pounds per hour of exempt
solvents.
Exempt solvents, such as acetone and methylene chloride, are
defined as those carbon
compounds or mixtures of carbon compounds used as solvents
that have been
excluded from the definition of VOC. The definition of VOC
can be found in 40 CFR, Part
51.100.
This is an overview of the rule requirements. You must
thoroughly review the PBR, 30
TAC 106.433, to make certain that you understand and comply
with all of the emission
limits, record-keeping responsibilities, and notification
requirements. We have included
a copy of the rule in Appendix B for your convenience. If you
48. begin approaching the
limits in the PBR, contact the Air Permits Division at 512-239-
1250 to discuss your
permitting options.
How Do I Obtain Coverage Under a PBR?
Some of the PBRs, including 30 TAC 106.433, require you to
register with the TCEQ,
while others require no registration. Registration requirements
are specified in the
rule. If any PBR requires registration, follow these general
procedures:
1. Make sure your facility meets the general requirements for
claiming the PBRs
found in 30 TAC Chapter 106, Subchapter A, Section 106.4.
You can complete the
PBR Applicability Quick Checklist, Form TCEQ-10150 to help
you determine if you
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=433�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=433�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=433�
http://ecfr.gpoaccess.gov/cgi/t/text/text-
idx?c=ecfr&sid=3073002795c253061cb2d1510a6ccc20&rgn=div
8&view=text&node=40:2.0.1.1.2.3.8.1&idno=40�
http://ecfr.gpoaccess.gov/cgi/t/text/text-
idx?c=ecfr&sid=3073002795c253061cb2d1510a6ccc20&rgn=div
8&view=text&node=40:2.0.1.1.2.3.8.1&idno=40�
50. Rule (PI-7),” or Form
TCEQ-20182, “Certification and Registration for Permits by
Rule (PI-7-CERT).”
Should I use a PI-7 or a PI-7-CERT?
The PI-7 and PI-7-CERT forms request administrative and
technical information
needed by the Air Permits Division to evaluate PBR claims. The
PI-7-CERT form
also establishes federally enforceable emission limits for
individual pollutants. Use
caution when setting the emission limit, as the facility may not
exceed that limit. If
changes occur at a site and the emission limit needs to be
updated, you must
submit Form TCEQ-10489 (APD-CERT).
An example of a beneficial use of the PI-7-CERT form would be
when the potential
to emit (PTE) at a facility exceeds major-source thresholds, but
the actual
emissions from the facility are below the major-source
thresholds. The emission
limit established under a PI-7-CERT form would allow the site
to be considered a
“synthetic minor” and would not require a Title V federal
operating permit. You
can find additional information regarding PTE in Appendix F.
4. Submit the following items for review with your registration
form:
• Distance information. Include the distance from the facility’s
emission release
point to the nearest property line and off-property structure.
51. • A process flow diagram or process description. Include a step-
by-step description
of what you do with each material that comes into your business
and how the final
product moves out the door.
• Emissions data and calculations. Include emission rates for
each air contaminant
and supporting calculations.
• Equipment specifications. Filter efficiencies, spray-gun
specifications and
literature, and gun-washer and booth specifications.
• Usage rates of coatings and solvents in gallons per hour and
gallons per year.
• Operation schedules. Hours of operation.
• Material Safety Data Sheets. Identify the chemicals used
specifically at your site and
supply MSDS, technical data sheets, environmental sheets, air
quality data sheets,
or equivalent supporting documents for all mixtures that contain
potential air
contaminants.
This information will help permit reviewers understand how
your business operates
and will help them verify that the emission calculations are
correct and that the
applicable rules are met.
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_vie
w=4&ti=30&pt=1&ch=106�
52. http://www.tceq.state.tx.us/assets/public/permitting/air/Forms/P
ermitsByRule/10228.pdf�
http://www.tceq.state.tx.us/assets/public/permitting/air/Forms/P
ermitsByRule/20182.pdf�
http://www.tceq.state.tx.us/assets/public/permitting/air/Forms/1
0489.pdf�
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 7
5. Pay a registration fee and submit your proof of payment with
your registration form.
See Form TCEQ-10228 (PI-7) or TCEQ-20182 (PI-7-CERT) to
determine the specific
fee amount.
Note: You do not need to submit a separate form or pay a
separate fee for each PBR.
You can apply for multiple PBRs using only one form and
paying one fee.
6. Complete Form TCEQ-10400, the TCEQ Core Data Form. If
you are a new customer of
the TCEQ and have not been issued a regulated-entity number
(RN) and customer
reference number (CN), you will need to complete this form. If
you are an existing
customer and have made changes to your customer or site
information, you will
need to submit an updated form.
Check all applicable PBRs to determine if site approval is
required before you begin
53. construction. If no PBR requires site approval from the TCEQ,
you may begin
construction (or the activity) once the TCEQ has received your
application and
supporting documentation. However, if any PBR requires
written site approval from
the TCEQ, do not begin construction until you receive approval
in writing. The PBR
specific to surface coating, 30 TAC 106.433, requires written
site approval from the
TCEQ.
New Source Review Permit
If your business cannot qualify for de minimis or a PBR you
must obtain an NSR
permit. An NSR permit has a more complex application process
that is beyond the
scope of this document. It is best to contact the Air Permits
Division at 512-239-1250
and ask to speak to a coating-permit engineer who can help you
determine how to
proceed with obtaining proper authorization. Generally, in order
to obtain an NSR
permit, you will be required to:
• submit the most current version of Form TCEQ-10252 (PI-1),
• pay a fee of at least $900 fee, and
• submit additional information about your specific facility.
You will also have to publish two public notices in a prominent
newspaper and post
signs (often in more than one language). A public hearing may
also be required in
order to determine whether you should receive a permit.
Once your application is approved and you have received your
54. permit, you may begin
to modify or construct your facility. If you have questions about
permitting, or have
already started construction without authorization, please call
SBLGA at 800-447-
2827.
Title V Federal Operating Permit
Any business classified as a “major source” of air contaminants
must obtain a Title V
federal operating permit, in addition to a PBR or NSR permit,
and comply with
additional regulations. A site can be considered major because
of the amount of
different types of emissions, such as VOCs, NOx, or hazardous
air pollutants (HAPs).
In general, sites are considered to be major sources of air
contaminants if they have
the potential to emit 10 tons per year of a single HAP or 25 tons
per year of any
http://www.tceq.state.tx.us/assets/public/permitting/air/Forms/P
ermitsByRule/10228.pdf�
http://www.tceq.state.tx.us/assets/public/permitting/air/Forms/P
ermitsByRule/20182.pdf�
http://www.tceq.state.tx.us/assets/public/permitting/centralregis
try/10400.pdf�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=433�
http://www.tceq.state.tx.us/assets/public/permitting/air/Forms/N
ewSourceReview/10252.pdf�
55. TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
8 Revised March 2011
combination of HAPs. EPA maintains an up-to-date list of HAPs
at
<www.epa.gov/ttn/atw/orig189.html>.
Additionally, facilities that are located in attainment counties
and have the potential to
emit 100 tons per year or more of any other contaminant
(including VOCs) are
considered “major sources.”
Facilities that are located in near-nonattainment and
nonattainment counties have
lower thresholds for certain air contaminants. This information
can be found in 30
TAC Chapter 122, Subchapter A, Section 122.10. To determine
the attainment status
for the county in which you operate, visit
<www.tceq.texas.gov/goto/attainment>.
You can find additional information on potential to emit in
Appendix F. If you believe
that your facility is a major source of air contaminants, you
should contact the Air
Permits Division at 512-239-1250 to set up a meeting to discuss
your permitting
options.
Other Requirements
General Air Quality Rules (30 TAC 101)
56. Nuisance Emissions
No facility in Texas may create “nuisance” emissions “that
adversely affect human
health or welfare, animal life, vegetation, or the normal use and
enjoyment of
property” (30 TAC Chapter 101, Subchapter A, Section 101.4).
Nuisance conditions
often associated with surface coating include odor and paint
overspray.
Emissions Inventory
You may have to send the TCEQ an annual air emissions report,
called an “emissions
inventory,” detailing the actual annual emissions of air
pollutants released at your site
if:
• your business is a “major source” of air emissions or
• it is located in a nonattainment area and emits 10 tons per year
or more of VOCs.
These reports help track and plan the state’s progress in
reducing air pollution.
Emissions Inventory reporting requirements appear in 30 TAC
Chapter 101,
Subchapter A, Section 101.10. For more information, visit
<www.tceq.texas.gov/goto/air_pollution_sources>.
Fees
Certain facilities in Texas will be required to pay an inspection
fee or an emissions fee
each year—see 30 TAC Chapter 101, Subchapter A, Sections
101.24 (Inspection Fees)
57. and 101.27 (Emission Fees).
http://www.tceq.texas.gov/goto/attainment�
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_vie
w=4&ti=30&pt=1&ch=101�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=101&rl=4�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=101&rl=10�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=101&rl=10�
http://www.tceq.texas.gov/goto/air_pollution_sources�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=101&rl=24�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=101&rl=27�
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 9
Emissions Banking and Trading Program
The Emissions Banking and Trading Team administers several
programs, including the
Mass Emissions Cap and Trade (MECT) program. If your
facility is located in the
Houston-Galveston-Brazoria eight-hour ozone nonattainment
area, you will need to
58. evaluate whether the facility is subject to MECT. For additional
information regarding
MECT, see 30 TAC Chapter 101, Subchapter H, Division 3 or
visit
<www.tceq.texas.gov/goto/ebt>.
Nonattainment and Near-Nonattainment Areas (30 TAC 115)
If your coating operation is located in a nonattainment or near-
nonattainment county,
as defined at 30 TAC 115.10, there are limits on the VOC
content of the paints and
coatings you may use. These requirements appear in 30 TAC
Chapter 115, Subchapter
E, Division 2, Sections 115.420–29.
You have several options for complying with the special
requirements for
nonattainment and near-nonattainment areas. You can use
compliant coatings that are
below the required VOC content limits, use coatings that are
compliant under a daily
weighted average, or qualify for an exemption.
VOC Content Limits (30 TAC 115.421)
The following limits are given in pounds of VOC per gallon of
coating, minus water and
exempt solvent. See Appendix H for help with these
calculations. These VOC limits
must be followed by all sources in nonattainment or near-
nonattainment areas that do
not meet one of the exemptions listed in the rule (30 TAC
115.427).
There are specific VOC-content limits for coating various
59. materials including large
appliances, metal furniture, coils, paper, fabric, vinyl, cans,
vehicles, aerospace
coatings, mirror backing, wood parts and products, wood
furniture, and marine
coatings. For more information on VOC-content limits for
surface coating these
materials, see 30 TAC 115.421.
Surface coaters often apply coatings to metal. Therefore, we
have outlined the VOC
content limits for miscellaneous metal parts and products below.
Coating limits for miscellaneous metal parts and products [30
TAC
115.421(a)(9)]:
• 4.3 pounds per gallon for clear coats and interior protective
coating for
pails and drums,
• 3.5 pounds per gallon for low-bake coatings that utilize air or
forced air
driers,
• 3.5 pounds per gallon for extreme performance coating,
including
chemical milling maskants,
• 3.0 pounds per gallon for all other coating applications that
pertain to
miscellaneous metal parts and products, including high-bake
coatings.
Refer to 30 TAC 115.420 for the definition of each coating
type.
61. 10 Revised March 2011
Can I Use a Coating Above the VOC Content Limits?
Yes; instead of providing the VOC content of each of your
coatings, you may
demonstrate that the daily weighted average of the content for
each coating type, line,
or operation does not exceed the VOC content limit indicated in
30 TAC Chapter 115,
Subchapter E, Division 2, Section 115.421. In addition, your
coating operation could
meet one of the exemptions at 30 TAC Chapter 115, Subchapter
E, Division 2, Section
115.427. If you need help in calculating the daily weighted
average, review Appendix
H.
In order to demonstrate compliance with emission limits in the
rule, maintain records
such as MSDS. The MSDS or product label for each coating
should indicate the VOC
content expressed in units of mass/volume, normally pounds per
gallon (lb/gal) or
grams per liter (g/liter).
Exemptions (30 TAC 115.427)
Exemptions depend on where your facility is located and the
type of facility you
operate.
• For the Beaumont–Port Arthur, Dallas–Fort Worth, El Paso,
and Houston-
Galveston-Brazoria areas, a facility can be exempt because:
62. • its VOC emissions are less than 3 pounds per hour and 15
pounds in any
consecutive 24-hour period or
• its total coating and solvent usage is less than 150 gallons per
year.
• For Gregg, Nueces, and Victoria counties, a facility can be
exempt because:
• its VOC emissions are less than 550 pounds in any continuous
24-hour
period.
Additional exemptions exist for various business types. For
example, aerosol coatings
(spray paint) are exempt from this requirement. Please review
30 TAC 115.427 for a
complete list of exemptions in your area.
New Source Performance Standards (40 CFR, Part 60)
New Source Performance Standards (NSPS) dictate the amount
of air contaminants
that a new stationary source may produce. Several NSPS
regulations apply to specific
surface coating facilities. For a link to these rules, visit the
TCEQ's Web page at
<www.tceq.texas.gov/goto/40_cfr_60>.
National Emission Standards for Hazardous Air Pollutants (40
CFR,
Part 63)
National Emission Standards for Hazardous Air Pollutants
(NESHAPs), also known as
Maximum Achievable Control Technology (MACT) standards,
63. set limits on emissions
of hazardous air pollutants. There are NESHAPs for both major
sources and area (or
minor) sources. The rules for NESHAPs that affect surface
coaters can be found in 40
CFR, Part 63 and include specific requirements that surface
coating industries must
follow to reduce emissions of these pollutants.
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=115&rl=421�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=115&rl=421�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=115&rl=427�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=115&rl=427�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=115&rl=427�
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=115&rl=427�
http://www.tceq.state.tx.us/permitting/air/rules/federal/60/60hm
pg.html�
http://www.tceq.texas.gov/goto/40_cfr_60�
http://www.tceq.state.tx.us/permitting/air/rules/federal/63/63hm
pg.html�
http://www.tceq.state.tx.us/permitting/air/rules/federal/63/63hm
pg.html�
http://www.tceq.state.tx.us/permitting/air/rules/federal/63/63hm
pg.html�
64. http://www.tceq.state.tx.us/permitting/air/rules/federal/63/63hm
pg.html�
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 11
Common NESHAPs for surface coating operations include:
• Surface Coating of Miscellaneous Metal Parts and Products,
40 CFR, Part 63, Subpart
MMMM
• Paint Stripping and Miscellaneous Surface Coating Operations
at Area Sources, 40
CFR, Part 63, Subpart HHHHHH
To locate additional information on NESHAPs that affect
surface coaters, and to review
other subparts that may apply to your facility, visit the EPA’s
Web page
<www.epa.gov/ttn/atw/mactfnlalph.html>, visit the SBLGA’s
website at
<www.TexasEnviroHelp.org> and click “NESHAP Assistance
Tools,” or call 800-447-
2827.
Common Air Violations for Surface Coaters
Investigations by the TCEQ find that the most common air
violations include the
following:
• The business is creating a nuisance condition.
• The business has no air authorization but should have a PBR
65. or an NSR permit.
• The business is using coatings that exceed VOC-content limits
for nonattainment or
near-nonattainment areas.
• The business is not following the conditions of its permit or
PBR.
• The facility has not been constructed to comply with the PBR
as required.
• The business has failed to maintain paint-booth filters.
• The business has inadequate records and therefore cannot
prove that the site meets
the conditions of its air authorization.
For More Information
This guide discusses air regulations. There are water and waste
regulations that may
also apply to your facility. Visit <www.TexasEnviroHelp.org>
and click on “Surface
Coating” for additional tools and information to assist you.
To download forms from the TCEQ website
<www.tceq.texas.gov>, click on “Forms,”
and search by keyword or by the form number.
To get a copy of a TCEQ publication: go to the TCEQ’s
website, at
<www.tceq.texas.gov/goto/publications>; fax orders to the
TCEQ’s Publications Unit
at 512-239-4488, or order by telephone at 512-239-0028; or
write to TCEQ
Publications, MC 195, PO Box 13087, Austin, TX 78711-3087.
This document does not take the place of the full, official TCEQ
rules. It is intended
66. only as a general explanation about selected parts of the rules.
You can find TCEQ rules
in the Texas Administrative Code at the Secretary of State’s
website,
<http://www.sos.state.tx.us/tac/index.shtml>. To access the
Code of Federal
Regulations, visit <www.gpoaccess.gov/cfr/>. For additional
assistance, contact the
Small Business and Local Government Assistance section of the
TCEQ at 800-
447-2827.
http://ecfr.gpoaccess.gov/cgi/t/text/text-
idx?c=ecfr&sid=ff2846d70a9b1e68603ced4a15531ea0&rgn=div
6&view=text&node=40:12.0.1.1.1.19&idno=40�
http://ecfr.gpoaccess.gov/cgi/t/text/text-
idx?c=ecfr&sid=ff2846d70a9b1e68603ced4a15531ea0&rgn=div
6&view=text&node=40:12.0.1.1.1.19&idno=40�
http://ecfr.gpoaccess.gov/cgi/t/text/text-
idx?c=ecfr;rgn=div6;view=text;node=40%3A14.0.1.1.1.20;idno
=40;sid=456ecacb0d35e23036930445de0f2a3d;cc=ecfr�
http://ecfr.gpoaccess.gov/cgi/t/text/text-
idx?c=ecfr;rgn=div6;view=text;node=40%3A14.0.1.1.1.20;idno
=40;sid=456ecacb0d35e23036930445de0f2a3d;cc=ecfr�
http://www.epa.gov/ttn/atw/mactfnlalph.html�
http://www.texasenvirohelp.org/�
http://www.texasenvirohelp.org/�
http://www.tceq.texas.gov/�
http://www.tceq.texas.gov/goto/publications�
http://www.sos.state.tx.us/tac/index.shtml�
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
12 Revised March 2011
67. Appendix A: Common Permits by Rule for Surface
Coating Facilities
General Topic Number Relevant Equipment and Processes
Paperwork Required
Soldering, Brazing, Welding 106.227 “Brazing, soldering, or
welding equipment, except those
which emit 0.6 ton per year or more of lead, are permitted by
rule.”
No registration
required
Manufacturing, Refinishing,
and Restoring Wood
Products
106.231 “Facilities, including drying or curing ovens, and hand-
held or
manually operated equipment, used for manufacturing,
refinishing, and/or restoring wood products” must meet
certain control and material usage limits.
Purchase receipts for
coatings, solvents,
and stripping agents
must be available
Hand-held and Manually
Operated Machines
106.265 “Hand-held or manually operated equipment used for
buffing,
68. polishing, carving, cutting, drilling, machining, routing,
sanding, sawing, surface grinding, or turning of ceramic art
work, ceramic precision parts, leather, metals, plastics, fiber
board, masonry, carbon, glass, graphite, or wood is permitted
by rule.”
No registration
required
Milling and Grinding of
Coatings and Moldings
Compounds
106.431 “Equipment used exclusively to mill or grind coatings
and
molding compounds where all materials charged are in a
paste form is permitted by rule.”
No registration
required
Dipping Tanks and
Containers
106.432 “Containers, reservoirs, or tanks used exclusively for
dipping
operations for coating objects with oils, waxes, or greases
where no organic solvents, diluents, or thinners are used; or
dipping operations for applying coatings of natural or
synthetic resins which contain no organic solvents are
permitted by rule.”
No registration
required
Surface Coating 106.433 Though there is a site-wide limit of
69. 25 tpy VOC, this PBR
limits hourly and annual VOC emissions depending on
certain aspects of your business. Specific design
requirements are required. Metal spraying or metalizing
operations may not use this PBR.
Outdoor facilities or booths that do not meet the definition of
being fully enclosed require site approval before construction.
See the rule for additional information.
PI-7 or PI-7-CERT
Surface Coating
Facility PBR Checklist
(TCEQ-10137)
Powder Coating 106.434 “Surface coating operations utilizing
powder coating
materials with the powder applied by an electrostatic powder
spray gun or an electrostatic fluidized bed are permitted by
rule.”
No registration
required
Wet Blast Cleaning 106.451 “Blast cleaning equipment using a
suspension of abrasives in
water is permitted by rule.”
No registration
required
Dry Abrasive Cleaning 106.452 Sandblasting and other dry-
abrasive cleaning processes
performed indoors that meet certain restrictions are permitted
by rule.
Outdoor sandblasting requires site approval before
construction begins.
70. Outdoor Blasting: PI-7
or PI-7-CERT
Dry Abrasive
Cleaning: PBR
Checklist (TCEQ-
10139)
Washing and Drying of Glass
and Metal
106.453 “Equipment used for washing or drying products
fabricated
from metal or glass is permitted by rule, provided no volatile
organic materials are used in the process and no oil or solid
fuel is burned.”
No registration
required
Degreasing Units 106.454 Surface coaters that use degreasing
units may use this PBR
if they meet specific requirements about equipment
dimensions and location, operating procedures, solvent use
and storage, ventilation, and record keeping. They must use
less than 660 gallons per year of chlorinated solvents and
their use of all other solvents cannot exceed 1,500 gallons
per year.
Certain Units: PI-7 or
PI-7-CERT
Degreasing Units:
PBR Checklist
(TCEQ-10140)
71. TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 13
Appendix B: Surface Coating Permit by Rule (30 TAC 106.433)
Surface coating or stripping facilities, excluding vehicle repair
and refinishing shops, shall
meet the following conditions of this section to be permitted by
rule.
(1) This section does not cover metalizing (spraying molten
metal onto a surface to
form a coating). However, this section does cover the use of
coatings which contain
metallic pigments.
(2) All facilities covered by this section at a site shall
implement good housekeeping
procedures to minimize fugitive emissions, including the
following.
(A) All spills shall be cleaned up immediately.
(B) The booth or work area exhaust fans shall be operating
when cleaning
spray guns and other equipment.
(C) All new and used coatings and solvents shall be stored in
closed
containers. All waste coatings and solvents shall be removed
from the site by
an authorized disposal service or disposed of at a permitted on-
site waste
management facility.
72. (3) Drying or curing ovens shall either be electric or meet the
following conditions:
(A) The maximum heat input to any oven must not exceed 40
million British
thermal units per hour (Btu/hr).
(B) Heat shall be provided by the combustion of one of the
following: sweet
natural gas; liquid petroleum gas; fuel gas containing no more
than 5.0 grains
of total sulfur compounds (calculated as sulfur) per 100 dry
standard cubic
foot; or Number 2 fuel oil with not more than 0.3 percent sulfur
by weight.
(4) No add-on control equipment shall be used to meet the
emissions limits of this
section. The total uncontrolled emissions from the coating
materials (as applied) and
cleanup solvents shall not exceed the following for all
operations:
(A) 25 tons per year (tpy) of volatile organic compounds (VOC)
and ten tpy of
exempt solvents for all surface coating and stripping operations
covered by
section at a site;
(B) 30 pounds per hour (lb/hr) of VOC and 5.0 lb/hr of exempt
solvents for all
surface coating and stripping operations covered by this section
at a site;
(C) if emissions are less than 0.25 lb/hr of VOC and/or exempt
73. solvents, a
facility is exempt from the remaining requirements of this
section, including
paragraphs (5)–(9) of this section.
(5) Opacity of visible emissions shall not exceed 5.0 percent.
Compliance shall be
determined by the United States Environmental Protection
Agency Method 9
averaged over a six-minute period.
(6) The following conditions apply to surface coating operations
performed indoors,
in a booth, or in an enclosed work area:
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&ap
p=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=30
&pt=1&ch=106&rl=433�
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
14 Revised March 2011
(A) no more than six lb/hr of VOC emissions, averaged over any
five-hour
period, and 500 pounds per week per booth or enclosed work
area;
(B) minimum face velocity at the intake opening of each booth
or work area is
100 feet per minute (ft/min). Emissions shall be exhausted
through elevated
stacks that extend at least 1.5 times the building height above
ground level. All
74. stacks shall discharge vertically; rain protection shall not
restrict or obstruct
vertical flow;
(C) for spraying operations, emissions of particulate matter
must be
controlled using either a water wash system or a dry filter
system with a 95
percent removal efficiency as documented by the manufacturer.
The face
velocity at the filter shall not exceed 250 ft/min or that
specified by the filter
manufacturer, whichever is less. Filters shall be replaced
whenever the
pressure drop across the filter no longer meets the
manufacturer’s
recommendation.
(7) For surface coating operations that are performed outdoors
or in a non-enclosed
work area, or for indoor operations that do not meet the
conditions of paragraph (6)
of this section, the following conditions apply.
(A) No more than six lb/hr of VOC emissions, averaged over
any five-hour
period, and 500 pounds per week shall be emitted at any time
for all
operations authorized by this paragraph.
(B) If coatings applied with spray equipment contain more than
0.1 percent
by weight of chromates, lead, cadmium, selenium, strontium, or
cobalt, then
total VOC emissions shall be further limited to 240 pounds per
week and
75. 2,000 pounds per year. If coatings are applied with non-spray
equipment
(such as brushes, rollers, dipping or flow coating), the
additional restrictions
in this paragraph do not apply.
(C) Coating operations shall be conducted at least 50 feet from
the property
line and at least 250 feet from any recreational area, residence,
or other
structure not occupied or used solely by the owner or operator
of the facility
or the owner of the property upon which the facility is located.
(D) Before construction of the facility begins, written site
approval shall be
received from the appropriate regional office of the commission
or any local
program having jurisdiction.
(8) The following records shall be maintained at the plant site
for the most recent 24
months and be made immediately available to the commission
or any pollution
control agency with jurisdiction:
(A) Material Safety Data Sheets for all coating materials and
solvents;
(B) data of daily coatings and solvent use and the actual hours
of operation of
each coating or stripping operation;
TCEQ publication RG-404 Surface Coating Facilities: A
76. Guide for Obtaining Air Authorization in Texas
Revised March 2011 15
(C) a monthly report that represents actual hours of operation
each day, and
emissions from each operation in the following categories:
(i) pounds per hour;
(ii) pounds per day;
(iii) pounds per week; and
(iv) tons emitted from the site during the previous 12 months;
(D) examples of the method of data reduction including units,
conversion
factors, assumptions, and the basis of the assumptions.
(9) Before construction begins, the facility shall be registered
with the commission
using Form PI-7.
Effective September 4, 2000
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
16 Revised March 2011
Appendix C: Volatile Organic Compound (VOC) and
Exempt-Solvent Content per Gallon of Coating
77. In order to determine compliance with surface coating rules and
regulations, including
Title 30 Texas Administrative Code, Chapter 106, you will need
to calculate the
amount of volatile organic compounds (VOCs) and exempt
solvents that are emitted
from your operation. The first step is to determine how much of
these contaminants
are in 1 gallon of each coating that you will apply.
If your coating is ready to apply, and is not mixed, you can
determine the coating VOCs
and exempt-solvent contents from the technical data sheets,
paint supplier, or MSDS.
However, if you mix or thin your coatings, you will need to
calculate the VOC and
exempt-solvent content in your mixed (combined or “as
applied”) coating. You will
need to determine the VOC and exempt-solvent content for each
component in your
coating and determine the appropriate mixing and thinning
ratios. In some cases the
material-safety or technical data sheets include the “as mixed”
VOC and exempt-
solvent contents. Those values can be used if the mixing
instructions are followed
exactly. Note that 1 gallon = 4 quarts = 8 pints = 128 fluid
ounces.
In the following examples, we will mix three different coatings.
Coating A is a single-
component coating with thinner. Coating B is a multiple-
component coating, and
Coating C is a multiple-component coating with thinner. The
data shown below will be
used for each example.
78. Example Data:
Component A VOC content 2.8 pounds per gallon
Component A exempt-solvent content 0.5 pounds per gallon
Component B VOC content 1.2 pounds per gallon
Component B exempt-solvent content 0.8 pounds per gallon
Thinner VOC content 7.3 pounds per gallon
Thinner exempt-solvent content 0.0 pounds per gallon
Mixing ratio 2 parts Component A to one part Component
B
Thinning ratio 10 parts of coating to 1 part thinner
Example: Coating A—Single Component Coating with Thinner
You check your MSDS and determine that the VOC content for
Component A is 2.8
pounds of VOC per gallon, and the VOC content for your
thinner is 7.3 pounds of VOC
per gallon. The exempt solvent content for Component A is 0.5
pounds per gallon. You
also learn from the paint supplier that, in order to get the right
blend, you will need to
use 10 parts of coating to 1 part of thinner (10:1 ratio). In this
example, you will use
5 gallons of Component A and 0.5 gallons of thinner, for a total
of 5.5 gallons of mixed
coating.
VOC Calculations
Now you need to determine how many pounds of VOC are in the
mixed coating and
thinner.
79. TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 17
Multiply 2.8 pounds of VOC per gallon by 5 gallons to get 14
pounds of VOC for
Component A.
2.8 �� ���
���
× 5��� = �� �� ���
Then multiply 7.3 pounds of VOC per gallon by 0.5 gallon to
get 3.65 pounds of VOC for
the thinner.
7.3 �� ���
���
× 0.5 ��� = �. �� �� ���
Add the two amounts together to get the pounds of VOC in the
mixed coating.
14 �� ��� + 3.65 �� ��� = ��. �� �� ���
Then divide the total pounds of VOC by the total gallons of
mixed coating and thinner
to get the pounds of VOC per gallon.
17.65 �� ���
5.5 ���
80. =
�. �� �� ���
���
Exempt-Solvent Calculations
Now you need to determine how many pounds of exempt solvent
are in the mixed
coating and thinner. Multiply 0.5 pounds per gallon of exempt
solvent by 5 gallons to
get 2.5 pounds of exempt solvents for Component A.
0.5 �� ��
���
× 5 ��� = �. � �� ��
The ES content in the thinner is 0.0 lb. You add the two
amounts together to get the
pounds of exempt solvents in the mixed coating.
2.5 �� �� + 0.0 �� �� = �. � �� ��
You then divide the total pounds of exempt solvents by the total
gallons of mixed
coating and thinner to get the pounds of ES per gallon.
2.5 �� ��
5.5 ���
=
�. �� �� ��
���
81. Example: Coating B—Multiple-Component Coating
In this example, the paint supplier has recommended a mixing
ratio of 2 parts of
Component A to 1 part of Component B (2:1 ratio). In this case,
you will mix 1 gallon of
Component A and 0.5 gallons of Component B for a total of 1.5
gallons of mixed
coating.
VOC Calculations
To determine the pounds of VOC in Component A, multiply 2.8
pounds of VOC per
gallon (from the MSDS) by 1.0 gallons.
2.8 �� ���
���
× 1.0 ��� = �. � �� ���
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
18 Revised March 2011
To determine the pounds of VOC in Component B, multiply 1.2
pounds of VOC per
gallon (from the MSDS) by 0.5 gallons.
1.2 �� ���
���
82. × 0.5 ��� = �. � �� ���
Add the two amounts together to get the pounds of VOC in the
multiple component
coating.
2.8 �� ��� + 0.6 �� ��� = �. � �� ���
Then divide the total pounds of VOC by the total gallons of
mixed coating to get the
pounds of VOC per gallon.
3.4 �� ���
1.5 ���
=
�. �� �� ���
���
Exempt -Solvent Calculations
Now you need to determine how many pounds of exempt solvent
are in the mixed
coating. Multiply 0.5 pounds per gallon of exempt solvent by 1
gallon to get 0.5 pounds
of exempt solvents for Component A.
0.5 �� ��
���
× 1 ��� = �. � �� ��
To determine the pounds of exempt solvent in Component B,
multiply 0.8 pounds of
83. exempt solvent per gallon (from the MSDS) by 0.5 gallons to
get 0.4 pounds of exempt
solvent.
0.8 �� ��
���
× 0.5 ��� = �. � �� ��
Add the two amounts together to get the pounds of exempt
solvent in the multiple-
component coating.
0.5 �� �� + 0.4 �� �� = �. � �� ��
Then divide the total pounds of exempt solvent by the total
gallons of mixed coating to
get the pounds of ES per gallon.
0.9 �� ��
1.5 ���
=
�. � �� ��
���
Example: Coating C—Multiple-Component Coating with
Thinner
In this example, the paint supplier has recommended a mixing
ratio of 2 parts of
Component A to 1 part of Component B (2:1 ratio). In this case,
you will mix 1 gallon of
Component A and 0.5 gallons of Component B for a total of 1.5
gallons of coating.
84. The recommended thinning ratio is 10 parts of coating with 1
part thinner (10:1
ratio). In this example, 1.5 gallons of coating will be mixed
with 0.15 gallons of thinner
for a total of 1.65 gallons of mixed coating.
VOC Calculations
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 19
You know from the previous example, that there are 2.8 lb VOC
in 1 gallon of
Component A and 0.6 lb VOC in 0.5 gallon of Component B.
We determine the VOC content for the thinner by multiplying
7.3 pounds of VOC per
gallon by 0.15 gallon.
7.3 �� ���
���
× 0.15 ��� = �. �� �� ���
Add the VOC content from Component A, Component B, and
the thinner together to get
the pounds of VOC in the multiple component coating and
thinner.
2.8 �� ��� + 0.6 �� ��� + 1.09 �� ��� = �. �� ��
���
85. Then divide the total pounds of VOC by the total gallons of
mixed coating to get the
pounds of VOC per gallon.
4.49 �� ���
1.65 ���
=
�. �� �� ���
���
Exempt-Solvent Calculations
You know from the previous example that there is 0.5 lb ES in 1
gallon of Component A
and 0.4 lb ES in 0.5 gallon of Component B. The ES solvent
content in the thinner is 0.0
lb ES.
You add the ES content from Component A, Component B, and
the thinner together to
get the pounds of exempt solvents in the mixed coating.
0.5 �� �� + 0.4 �� �� + 0.0 �� �� = �. � �� ��
Then divide the total pounds of exempt solvent by the total
gallons of mixed coating to
get the pounds of ES per gallon.
0.9 �� ��
1.65 ���
=
86. �. �� �� ��
���
TCEQ publication RG-404 Surface Coating Facilities: A Guide
for Obtaining Air Authorization in Texas
20 Revised March 2011
Appendix D: Calculating Maximum Hourly and Annual
Emission Rates
Now that you know how much VOC each of your coatings
contain, you can determine
the maximum hourly and annual emission rates. These rates
need to be calculated for
each coating used at your site to determine if the limits of a
PBR can be met, to set the
maximum yearly allowable emission rate in a permit, or to
determine if federal rules,
such as 40 CFR Part 63 (NESHAP), apply to your site.
The maximum hourly and annual emission rates need to be
calculated independently.
Dividing a maximum yearly emission rate by the yearly
operating schedule will result
in an average hourly emission rate, not a maximum emission
rate. Multiplying a
maximum hourly emission rate by the yearly operating schedule
will likely result in an
emission rate that is too large. This may result in your site
being subject to a number
of rules that it should not.
87. Maximum Hourly and Annual Emission Rate Calculations—
Coatings
To calculate the maximum hourly and annual emission rates,
you will need to
determine the maximum practical hourly application rate based
on company records
or company employees. If you are spraying, this is always less
than the maximum
hourly spray rate provided by the spray-equipment supplier. The
employees cannot
keep the trigger pulled for an hour since they need to mix paint,
move parts and—if
their technique is good—release the trigger at the end of each
pass over the part. In
addition, you will need to determine the maximum amount of
each coating that you
intend to use in a year. This can be based on company records
for a very busy year or
on projected sales volumes.
We determine that the coating from Appendix C with the
highest VOC content is
Coating A, and that Coating B contains the highest amount of
exempt solvents.
Example Data:
Coating A VOC content 3.21 pounds per gallon
Coating B exempt-solvent content 0.6 pounds per gallon
Maximum hourly coating usage 6.0 gallons
Maximum yearly coating usage 4,750 gallons
Based on this information, you will need to calculate the
maximum VOC emission rate
88. and the maximum exempt solvent emission rate in pounds per
hour and tons per year.
Maximum Hourly VOC Emission Rate
To calculate the maximum hourly VOC emission rate, you
multiply the highest VOC
coating content (3.21 pounds per gallon for Coating A) by the
maximum number of
gallons used in one hour (6.0 gallons per hour).
3.21 �� ���
���
×
6.0 ���
ℎ�
=
��. �� �� ���
��
See Appendix E to learn how to average over any five-hour
period if your maximum
hourly VOC emission rate is greater than 6 pounds of VOC per
hour.
http://www.tceq.state.tx.us/permitting/air/rules/federal/63/63hm
pg.html�
TCEQ publication RG-404 Surface Coating Facilities: A
Guide for Obtaining Air Authorization in Texas
Revised March 2011 21
89. Maximum Hourly Exempt-Solvent Emission Rate
To calculate the maximum hourly exempt solvent emission rate,
you multiply the
highest exempt solvent coating content (0.6 pounds per gallon
for Coating B) by the
maximum number of gallons used in one hour (6.0 gallons per
hour).
0.6 �� ��
���
×
6.0 ���
ℎ�
=
�. � �� ��
��
Maximum Yearly VOC Emission Rate
In order to calculate the maximum yearly VOC emission rate,
you will need to multiply
the highest VOC coating content (3.21 pounds per gallon for
Coating A) by the
maximum yearly coating usage (4,750 gallons per year).
3.21 �� ���
���
×
4,750 ���
90. ��
=
��, ��� �� ���
��
You will then need to convert it into tons of VOC per year by
multiplying by 1 ton per
2,000 pounds.
15,248 �� ���
��
×
1 ���
2,000 ��
=
�. �� ���� ���
��
Maximum Yearly Exempt-Solvent Emission Rate
To calculate the maximum yearly exempt-solvent emission rate,
you will multiply the
highest exempt-solvent content (0.6 pounds per gallon for
Coating B) by the maximum
yearly coating usage (4,750 gallons per year).
0.6 ��
���
×
4,750 ���
91. ��
=
�, ��� ��
��
You will then need to convert it into tons of exempt solvent per
year by multiplying by
1 ton per 2,000 pounds.
2,850 ��
��
×
1 ���
2,000 ��
=
�. �� ���� ��
��
Maximum Hourly and Annual Emission Rate Calculations—
Cleanup
At the end of each coating operation, the application equipment
such as brushes, spray
guns, and paint pots must be cleaned up so that it may be used
for the next job. This is
often carried out by circulating solvent through the equipment
until clean or by
placing the spray gun in an enclosed gun washer. Both the
maximum hourly and