Category: Humanities

BLEVE Assignment
Perform a BLEVE consequence model of SPLITTER TOWERof the ISOM unit of Texas City Refinery by using ALOHA software. Prepare a 2-3 page report (Font: Times New Roman, size: 12, margin: 1 inch) including these sections: (1) Problem definition; (2) Methodology/calculations of BLEVE; (3) Explain your result; (4) Conclusions and recommendations; and (5) References. Please add the ALOHA report as appendix to the report (does not count as page limit of the report). Assume the ISOM unit contains pure HEXANE and your preferred location in Florida (anywhere but avoid the national parks). Use a random time of the day and date of 2023 for this exercise. Logical sequence of this assignment is following: Step 1: Watch the CSB video and list the information you will be using for the model. Also, watch the lecture very carefully. Download ALOHA software and practice the class problem.

Step 2: If any of the required data is missing in the video please make logical assumptions (with reference if possible).
Step 3: Determine the BLEVE threat zone.
Step 4: Generate the report and attached it with the homework assignment.
Step 5: Place the ALOHA generated threat zone in google map and see how it affects the nearby community. Save this file and attached with the assignment.
Step 6: Discuss your opinion based on the findings in tasks 3and 5.
Grading outline:
Problem definition: 10%
BLEVE Methodology: 10%
BLEVE Report: 50% (from ALOHA software)
Results and Discussion: 20%
Conclusions and recommendation: 10%

Answer several IQs based on the reading that will require you to do a bit of research and reflection. Remember, each response should be at least 1 paragraph (5-7 substantive sentences each.)

Bottom line: In two to three paragraphs, students will introduce us to a myth from their culture from the Medieval Era and discuss why the myth is important to them to preserve.  
Instructions
Part I: Discuss your knowledge of myths before you read any material this week.
Part II: Then, from the lecture on Myths, review how legends, myths, and folktales explain the world around us. Also, in the lecture, myth historian Joesph Campbell responded, “Why should we care about a myth, legend, or folklore? For part II, how did his response change or not change your knowledge? Or did your views already align with his?
Part III: Which one of the myths listed in the Materials expresses a Heoros journey? Or perhaps you have a myth from your heritage that needs to be listed. When introducing us to the myth lets us know why the myth is important to the culture from which it originated. 
Why it Matters:
“Feudalism is an organic process. It is born of chaos. You will not become a Lord by being elected by some peasants, nor with an army at your stand. You will be a Lord and gain the allegiance of the people by having what others need to survive. By offering food, shelter, social care, and armaments to those who have little to nothing. Those who are barely getting by will look to leaders that offer comfort and promise a better future. They will offer their support to you. In exchange, you will be Lord, not by force of hand but by deception of mind.”
Storytelling is relative to every culture. Myths explain the world around us, and like most people who have their favorite stories from childhood, they often find these tales fascinating and frightening. Think back to your early childhood and try to remember questions you may have asked adults about the world around you. Can we see our connection to the past?
These are some ideas to think about while diving into the topic of the Dark Ages. 
Monasticism: Monasticism is the influence of religion on culture and education. While true Monasticism was more prevalent in the Middle Ages, we can see the impact of religion on laws, education, and culture in our era. Which myths were heavily influenced by the surrounding religious mood of the culture and time?  
Chivalry: Chivalry is said to have been lost in the Middle Ages; some even say it is dead due to modern-day feminism. Review myths of Chivalry and tales of the knight in shining armor (on or off the list provided) and discuss their impact on the dominant-non-dominant partner* hierarchy structure (*in the sense that one partner will be dominant and the other will not).
Classism: Caste systems and Class structures are the backbones of any society. Your ability to climb the ladder can be a matter of luck or hard work. Discuss how class systems during the feudal era compare to your era and how they were expressed through myths and your workforce.
Gender Relationships: During the Middle Ages, it was common to hear myths centered around asexual, transgender, or physically challenged figures, but in our modern era, these tales have gone to the weigh side in favor of brut solid, ravishing, flexed oiled male archetype movies, as seen in the Avenger movies. Additionally, Middle Ages myths showed a clear dominance of the male over the female through sexual authority and mind control, which we saw with billion-dollar movies such as Fifty Shades of Grey and Twilight. First, discuss how myths about asexual, transgender, or physically challenged figures were portrayed during their era and how they are portrayed today. Then, discuss how the ideas of male dominance in mythical tales have evolved or stayed the same from the Middle Ages to our age. 
Gods and Monsters: Many myths discuss the creation and destruction of the cosmos, partly due to a mystical polytheist supernatural being. These beings were worshiped as gods until they were replaced by modern monotheist gods such as Jesus Christ and Yahweh. How have creation and destruction myths evolved due to changing cultures and the evolution of thought? Additionally, are the monotheist gods in jeopardy of fading away?
Materials:
These are all foundational materials to understand the feudal era & myths (you only need them for background noise).
Video
What was Feudalism? (video 5 mins) https://www.youtube.com/watch?v=OfXholnOS9E
Quick overview of the systems
Feudalism  (video, 11 mins) https://go.screenpal.com/watch/cYhwqhpzF8
Instructor explaining the hierarchy 
Text
Lecture: Myths and Legends . (lecture PDF) https://docs.google.com/document/u/0/d/1rX3YzdBg9n1s2EZ2o17kuxjQqC1vyy-Yq96mnDWede8/edit
Lecture: Feudal System and the Middle Age (lecture PDF) https://docs.google.com/document/u/0/d/1CrlghFKZjEL9XQzy4ExscwZUviAv-B8JDTVfwjQmgUY/edit
What is a Modern Myth? (Blog) https://joinmycult.blogspot.com/p/what-is-modern-myth.htm
Exciting theories on the modern myths
Supplemental Material
Mircea Eliade – The Sacred and the Profane. (Book in PDF form) https://monoskop.org/images/b/b1/Eliade_Mircea_The_Sacred_and_The_profane_1963.pdf
This is the holy grail of understanding myths. 
Myth and Ritual. (PDF JSTOR) https://www.jstor.org/stable/536770
Great introductory look into the rituals behind many popular myths
Neo-Feudal Future (website) https://www.firstthings.com/article/2022/01/our-neo-feudal-future
Feudalism in Africa? . (JSTOR PDF) https://www.jstor.org/stable/179609
Discusses how Feudalism has been carried to modern times. 
How America is Reverting to the Feudal Age  (Website) https://nypost.com/2019/12/25/how-america-is-reverting-back-to-the-feudal-age/
Myths:
The point of the assignment is to connect us with the past so we can better understand ourselves. Feudalism is one of the most challenging portions of this class due to its complex nature of hierarchy, lords, and protocol, all foreign to the American mind. Luckily, the Medieval Myth is one of the easiest and most exciting ways to survey the Feudal era. Reading numerous myths can deduce the intersectionality of princes, peasants, enslaved, warmongers, land owners, and hierarchy. 
We want to discover how Myths help explain the world around us, and like most people who have their favorite stories from childhood, they often find these tales fascinating and frightening. 
Students will review the attached lecture and material links to learn how legends, myths, and folktales explain the world around them. 
(Report Broken links to my email)
Myths about Queens and Kings
Fisher King of Britain  https://mysteriousuniverse.org/2016/01/the-ancient-mystery-of-the-fisher-king-and-his-holy-grail/
King Dushyanta of India https://www.mygoldguide.in/golden-ring-king-dushyanta
The Queen of Sheba https://jwa.org/encyclopedia/article/queen-of-sheba-bible
Queen Aslaug https://www.thedockyards.com/historical-truth-behind-aslaug/
Queens Inanna and Ishtar https://symbolsage.com/inanna-queen-of-heaven/
King of the Tuatha de Danann, Nuada Airgetlam https://www.timelessmyths.com/gods/celtic/nuada/
Caliph al-Hakim https://historiaislamica.com/en/when-the-caliph-went-mad-the-reign-of-al-hakim/
King Edward II and Queen Isabella. http://edwardthesecond.blogspot.com/2021/02/the-relationship-of-queen-isabella-and.html
Blind King John of Bohemia https://www.ancient-origins.net/history-famous-people/john-bohemia-0013170
King Nanahuatzin https://www.youtube.com/watch?v=fMPG-2vXi-s
Creation and Destruction Myths
Queen Nüwa https://www.youtube.com/watch?v=wBUboCxTO0Q
Queen Ereshkigal https://www.youtube.com/watch?v=Ux2f–tjCRk
Intersex Mawu-Lisa and Androgynous Nana Buluku https://www.oxfordreference.com/view/10.1093/oi/authority.20110803100141563
Time and Future (video, TikTok) https://www.tiktok.com/t/ZT8ehUJRL/
Legends
Owain Glyndwr of Wales https://www.historic-uk.com/HistoryUK/HistoryofWales/Owen-Glendower-Owain-Glyndwr/
Sir Lancelot: a Chivalrous Knight https://sites.google.com/a/marlboro.k12.nj.us/medieval-period/king-arthur
Mystery of the Voynich Manuscript https://www.youtube.com/watch?v=2rgDkqrGAXA
The Dancing Plague https://www.youtube.com/watch?v=2MZZrDA-I4M
Death of Sigurd Eysteinsson by a severed head https://stephenliddell.co.uk/2014/03/08/bitten-to-death-by-a-dead-mans-head-the-unfortunate-deserving-true-tale-of-sigurd-eysteinsson/
Selkies, the Irish Mermaids https://www.wildernessireland.com/blog/irish-myths-legends-part-4-selkies/#:~:text=In%20short%2C%20the%20legend%20of,and%20take%20on%20human%20form.
Vlad the Impaler, Dracula  https://www.britannica.com/biography/Vlad-the-Impaler
The Wandering Jewish Man (website)https://sites.pitt.edu/~dash/type0777.html (video)https://www.youtube.com/watch?v=LfH6ydsT5dI
​​Larunda https://irl.umsl.edu/cgi/viewcontent.cgi?article=1014&context=urs
Tiresias https://www.youtube.com/watch?v=Wz4vIL2m-mo
Hephaestus https://www.youtube.com/watch?v=RhVkmTrt44U
La Llorona https://www.legendsofamerica.com/gh-lallorona/
Bes, the god of women in labor  https://www.worldhistory.org/Bes/#:~:text=Definition&text=Bes%20is%20the%20ancient%20Egyptian,genitals%2C%20and%20bow%2Dlegged.
Roanoke Island https://www.youtube.com/watch?v=xjmXzYdxuTQ
Santa Claus https://www.youtube.com/watch?v=ryFVcxOA0yE
Shikhandi  https://www.youtube.com/watch?v=idLTRSPmWec
Qareen the Djinn https://www.islamweb.net/en/fatwa/361951/each-person-has-qareen-from-the-jinn
Lady Po Nagar https://en-academic.com/dic.nsf/enwiki/9545530/
The Leprechaun https://www.youtube.com/watch?v=e6k33B7FSlY
Mayan God Chin and Xochipilli https://www.youtube.com/watch?v=aQibQlpNIfw
Mizi Xia and Lord Long Yang https://www.theworldofchinese.com/2019/06/gay-emperors-in-chinese-history/

Part One: Choose the Creative Works
In this section, you will specify which topic you have chosen and the two creative works that you have chosen. You will use the two creative works to compare various subject areas of the humanities in relation to your chosen topic. Address the following criteria in Part One.
Describe the two creative works. In your description make sure you include the following:
Your chosen topic (mental health, diversity, or activism)
The names of the chosen creative works
The subject area of the humanities they fall under (visual, literary, or performing arts)
Describe how the chosen creative works can be used to understand the topic.
How do the different humanities subject areas (visual, literary, performing arts) approach the topic?
Describe the value of the diverse perspectives demonstrated in the chosen creative works.
What are examples of diverse perspectives represented in the creative works?
What do these diverse perspectives add to the work?
Describe potential biases and assumptions present in the creative works in relation to the topic.
Part Two: Self and Society
In this section, you will use the two creative works you chose to demonstrate how the humanities shape the relationship between self and society regarding your topic. Address the following criteria in Part Two.
Describe how the creative works create meaning surrounding the topic.
How do the creative works help the audience make sense of the topic?
How do the creative works help the audience make sense of society in relation to the topic?
Describe how the creative works have impacted society’s perception of the topic.
Describe how the creative works might be perceived by different groups of people.
How might different generations or cultures perceive the creative works differently?
Explain how the creative works influence the development of empathy regarding the topic.
Do the creative works encourage the development of empathy? Why or why not?
Explain how the creative works encourage critical thinking regarding the topic.
Part Three: Identity and the Humanities
In this section, you will reflect on how the humanities influence understanding of self-identity. Address the following criteria in Part Three.
Describe the relationship between the humanities and self-identity.
How do creative works impact the way people view themselves?
Describe sociocultural factors that influence identity construction.
How do sociocultural factors, such as ethnicity, race, religion, and sexuality, influence one’s identity?
Explain how different humanities subject areas can be used to understand one’s identity.
Consider the relationship between the different humanities subject areas (literary, visual, and performing arts) and identity.
Explain how diverse perspectives influence self-concept.
Consider examples of diverse perspectives discussed in this course.
Consider one to three perspectives other than your own that influence self-concept.
Childish. G, (2018), This is America, Donald
Glover YouTube, Retrieved from

Smith. D, (2014), Juxtaposing the Black Boy and
Bullet Danez Smith, Graywolf Press
https://poets.org/poem/juxtaposing-black-boy-bullet

Conduct a review of literature related to the unique needs of providing service to clients who have been incarcerated or have criminal charges pending. Analyze the challenges a human services provider would have in providing services to these clients. Include in your analysis any potential ethical issues you might face in providing services. Identify how you would manage or address these issues. Your paper should be 1,400-1,750 words (four-five pages) in length and should be supported by two scholarly sources.
APA 6th edition format is required for this assignment.

pick any two songs from the list i attached. listen to both songs intently and take notes .
think about how the artists and writers of the song are discussing” freedom”. review the attached files for more details
3 full paragraphs

Read the 2 poems below. Compare and contrast the tone and themes of
each poem and respond to the following: Whose point of view does each poem reflect and what is the
message they each convey? Explain the literary elements of the poems help convey the message. Use
evidence from the poems and/or the additional readings to support analysis. Do you agree with one or
more than the other? Do you believe Columbus is a criminal or a hero?

response
This week you have readings discussing WWII from three different moments in time: the mobilization of troops and resources at the start, the use of atomic weapons at the end of the war, and the occupation of Japan in the postwar era. In all three moments, women played important roles: sometimes, as with pinups, these roles were symbolic, in other instances, though, as with the occupation, they were very real, indeed. Addressing this week’s readings, tell us what was new for women during World War II, or, alternatively, what may have been very old. Did WWII create new opportunities for women (if so, for all women, or just some of them?), or did it perpetuate the very kinds of norms and expectations that have hindered women’s abilities to display their own agency and autonomy in both the private and public spheres since the time of Antigone? Last but not least, if you have ever seen a film, read a book, or watched a cartoon or a television show about WWII, what images of women appeared in it? Do those images match up with what you read this week?

Answer below each prompt on this document.
Choose ONE of the following historical events, and write a response to each of the prompts below:
Bacon’s Rebellion
Declaration of Independence
Constitutional Convention
War of 1812
Emancipation Proclamation
Your event: ______________________________
2. List three of the most important CAUSES either long term or proximate, of the event you chose, in a phrase or sentence.
A)
B)
C)
3. Choose one of the causes you listed above. In the space below, describe why it was an important precursor to the event you chose. (One paragraph)
4. List one of the important historical actors or groups involved in the event you chose.
Your person or group: _________________________________
5. Evaluate the choices this person or the representatives of this group made. Discuss the ethical implications of the choices. Whose interests did their actions serve? What were the social benefits, costs or limits of their decisions? (One paragraph

Part 1:
Answer the following questions, from readings, in “answer and question format”:
1) Many campus and advocacy groups are currently involved in struggles for a “living wage.” How do you think a living wage should be calculated?
2) Were you surprised by the casual reactions of Ehrenreich’s coworkers when she revealed herself as an undercover writer? 3) Were you surprised that she wasn’t suspected of being “different” or out-of-place despite her graduate-level education and usually comfortable lifestyle?
4) Many of Ehrenreich’s colleagues relied heavily on family—for housing and help with child-care, by sharing appliances and dividing up the cooking, shopping, and cleaning. Do you think Americans make excessive demands on the family unit rather than calling for the government to help those in need?
4)Nickel and Dimed takes place in 1998-2000, a time of unprecedented prosperity in America. Do you think Ehrenreich’s experience would be different in today’s economy? How so?
5) After reading Nickel and Dimed, do you think that having a job—any job—is better than no job at all? Did this book make you feel angry? Better informed? Relieved that someone has finally described your experience? Galvanized to do something.
Part 2: Essay Format
In two pages (not including cover or reference pages), write an Essay that addresses your views on low wage workers need for a $15.00 minimum wage in the US, including making an argument for or against the $15.00 minimum wage. Students are expected to cite sources to support arguments and format citations and reference list using APA (American Psychological Association -sixth edition).
As you think about your argument for or against the $15.00 minimum wage, consider some of the following questions:
What is a living wage? How much is it today? Is it really a living wage?
Why do you think caused the pay gap between men and women and how can we close the gap?
What are some of the challenges associated with organizing for increasing minimum wage to $15.00 an hour? Are some of the challenges specific to any low wage groups (i.e., women, young adults, elderly, or people disability, etc.) or industries (i.e., retail, restaurant, or domestic workers, etc.) Please consider below sources to write answers and essay. – Barbara Ehrenreich, Nickel and Dimed: On (Not) Getting by in America. Chapter Three: Selling in Minnesota
-Florida Workers Want To Raise Minimum Wage To $15.00 https://news.wjct.org/post/florida-workers-want-raise-minimum-wage-15 Links to an external site.