Choose an item.

Table of Contents
1. INTRODUCTION 4
1.1. Project Overview / Description 4
1.2. Scope 5
1.3. Definitions 5
1.4. Abbreviations 5
1.5. Language 6
1.6. Unit of measurement 6
1.7. Design Philosophy 7
1.8. Software 7
2. REFERENCE DOCUMENT 8
2.1. Project Specifications and Standards 8
2.2. SPDC Design Standards and Specifications 8
2.3. Design and Engineering Practice (DEP) Technical
Specifications 9
2.4. Eurocodes and International Standards 9
2.5. Project Documents/Drawings 9
2.6. Other References 9
2.7. Order of Precedence 10
3. DESIGN LOADS (ACTIONS) AND LOAD COMBINATIONS 11
3.1. Permanent Load 11
3.2. Variable and Operating Load 11
3.3. Equipment Loading Details for Analysis 11
3.4. Applied Combination Loads 11
3.4.1. Equilibrium Limit State (EQU) Verification 11
3.4.2. Structural (STR) & Geotechnical (GEO) Limit States
Verification 12
3.5. Environmental Load 13
3.6. Dynamic Load 13
3.7. Earthquake Load 13
3.8. Thermal Loads 13
3.9. Loads during Erection and Maintenance 13
4. DESIGN CALCULATION METHOD 14
4.1. Design Approach 14
4.2. Geotechnical Data 14
5. CONCLUSION 18
5.1. Summary of Results 18
5.1.1. Raft Slab: 18
5.1.2. Raft Beams: 18
5.1.3. Raft Settlement: 18
5.2. Summary of Material Take-off 18
6. APPENDIX A: DESIGN CALCULATION NOTE 20
7. APPENDIX B: MATERIAL TAKE-OFF (MTO) 21

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This document is controlled electronically and is uncontrolled when printed.
1. INTRODUCTION
This Document Provides a Detailed Calculation Report for the Structural
Design of Condensate Rundown Cooler Skid Foundation with respect to
the Assa North-Ohaji South Project.

1.1. Project Overview / Description

The Assa North Gas Development aims to support the growth in Nigeria’s
domestic gas production based on the Federal Government of Nigeria’s
programs for additional power and industrial projects. The growth plan
includes gas supply to the Western Domestic Gas Market through the
Obiafu-Obrikom-Oben (OB3) gas network.

1.2. Scope
The general scope for the Condensate Rundown Cooler Skid
Foundation comprises the deliverable below:
 Foundation Design Calculation Report
 Foundation Layout Drawings and Details
 Reinforcement Details complete with Bar Bending Schedules
 Civil Structural Material Take Off

1.3. Definitions
For this document, the following definitions shall have the meanings
stated:

1.4. Unit of measurement

Units of the S.I. (Système International) metric system have been used
as the primary unit of measurement throughout this detailed design
works, including input data and results of numerical analyses,
quantitative information released in calculation notes, drawings or any
document.

More specifically, the following units shall be used:

• Masses: metric Tonnes (mT) or Kilograms (kg)
• Weight, Forces: Kilo-Newton (kN)
• Stresses: Mega Pascal (MPa) or Newton per square millimetre
(N/mm2)
• Displacement: millimetres (mm)

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1.5. Design Philosophy
The Analyses design calculations were carried out according to the
procedures given in the reference codes and standards as well as
SPDC DEP specifications. The Limit State design approach was used.

1.6. Software
Bentley STAADPro V8i, Excel spreadsheet accompanied with hand
calculations have been used

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inn

2. REFERENCE DOCUMENT
This section defines the reference documents and drawings used for this
detailed engineering design.

2.1. Project Specifications and Standards

2.2. Project Documents/Drawings

 Confirmatory Geotechnical Investigation Report by Eadro
 General Arrangement Drawings from Enerflex

2.3. Other References

 Foundation analysis and design - 5th Edition by Joseph E. Bowles

 Foundation Design and Construction - 7th Edition by M. J. Tomlinson

 Reinforced Concrete Design -6th Edition by Bill Mosley, John Bungey

and Ray Hulse

2.4. Order of Precedence

The regulations, codes and standards listed were applied in the
following order of priority:
 All relevant Local Regulations and Statutory Requirements
 Project Specifications
 Relevant Shell HSSE Standards (HSSE Control Framework and SPDC
Reference Manuals), including the relevant Shell Design &
Engineering Practices (DEP), in particular the mandatory DEM1
requirements and DEM2
 International Codes, Standards, Agreements and Protocols, e.g. ISO,
ASME, API, Montreal, etc
Where there was conflict between the above standards and the project
specifications, the project specifications took precedence.

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3. DESIGN LOADS (ACTIONS) AND LOAD COMBINATIONS
Refer to Shell DEP 34.00.01.30 - Gen, EN 1993 – Eurocode 3 and to the
following:

3.1. Permanent Load

This comprises of self-weight of concrete structures and other permanent loads such as
Equipment Shipping Weights.
The numerical values of permanent loads used for this design are shown
in the design calculation sections of this report.

3.2. Variable and Operating Load

Comprises imposed, other functional and operating loading applied in
consideration of the usage of the structure and other temporary loads
other than environmental loads.
The numerical values of variable used for this design are shown in the
design calculation sections of this report.

3.3. Equipment Loading Details for Analysis

The numerical value of calculated wind load used for this design is shown
in the design calculation section of this report

3.4. Applied Combination Loads

The partial factors in Annex “A” of EN 1997 was used in the combination
equations and they are grouped in sets denoted by A (for actions or
effects of actions), M (for soil parameters) and R (for resistances). Partial
factors adopted are as represented in the tables below for the different
limit states;

3.4.1. Equilibrium Limit State (EQU) Verification

For this combination, Table 4-1 below captures the partial factors of
safety on actions while Table 4-2 below shows the partial factors on soil
parameters, γM.

3.4.2. Structural (STR) & Geotechnical (GEO) Limit States

Verification
For this combination, Table 4-1 above captures the partial factors on
actions or effects of actions while above shows the partial factors on soil
parameters and partial resistance factors for spread foundations
respectively.

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3.5. Earthquake Load
Not applicable

3.6. Thermal Loads

Not applicable

3.7. Loads during Erection and Maintenance

Refer to DEP 34.00.01.30 – Gen. the Principal shall agree with design
loads.

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POSITIVISM IN CROSS SECTIONAL SURVEYS: CONSEQUENCES AND CURES
What is Cross sectional Survey?

Survey is one of the research strategies which the opinions of the

sample or population is sought by the researcher, usually with a more
objective research instrument, say a structured questionnaire. It is
usually associated with a deductive approach and is conducted usually
in business and management research to prove or disprove certain
assumed propositions and hypothesis. It allows for the collection of
large amounts of data from a large population economically. It is most
frequently conducted to answer research questions relating to ‘who,
what, how much and how many’ involved in a problem of study.

In terms of time horizon, research design can be longitudinal or

cross-sectional. A cross-sectional study examines a particular
phenomenon at a specific period of time (Saunders et al., 2007).
According to Malhotra and Birks (2007) one sample of a population can
be taken and studied at a particular time as in a single cross-sectional
study or two or more samples of a target population could be studied
once as in multiple cross-sectional study.
Conversely, in terms of time horizon, a study may be longitudinal
where a particular phenomenon is studied at different periods of time.
Longitudinal study can take the form of a single longitudinal study
where only one sample is studied at different time periods or multi-
longitudinal where two or more samples are studied at different
periods of time (Malhotra & Birks, 2007). This study is typically a cross-
sectional study in that data will be collected from a cross section of
customers of organized retail outlets and private banks.

A cross-sectional survey is defined as an observational research type

or study that analyses data of variables collected at one given point of
time across a sample population or a pre-defined subset. This method
is often used to make inferences about possible relationships or to collect preliminary
data to support further research and experimentation . This type of survey is also
known as transverse study or prevalence study.
The data collected in a cross-sectional study is from people who are
similar in all variables except the one variable which is under study.
This variable remains constant throughout the cross-sectional study.
This is unlike a longitudinal study, where variables in the study can
change over the course of research.

Cross-sectional studies are conducted across multiple industries like:

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 Retail – In retail, a cross-sectional study can be conducted on
males and females between the ages 24-35 to check for spending or
purchase trend differences between the sexes.
 Business – In business, a cross-sectional study can be conducted
to understand how people of different socio-economic status from
one geographical segment respond to one change in an offering.
 Healthcare – A cross-sectional study in healthcare is used to
understand how prone kids between the age of 2-12 across different
boroughs in the US are prone to a low calcium deficiency.
 Education – A cross-sectional study in education is particularly
helpful to understand how either males or females from a similar age
bracket but different ethnicities react to their grasp of a certain
object.
Cross-sectional research helps garner a lot of quick actionable data
that helps in decision making and offering products or services.

Types of cross-sectional studies

 Descriptive
A cross-sectional study may be entirely descriptive and it used to
assess the frequency and distribution of the study topic in a certain
demographic. For example, how a random sample of Universities
across a state is assessed to check for obesity amongst women and
women.

 Analytical
This type of cross-sectional study is used to investigate the association
between two related or unrelated parameters. This methodology isn’t
entirely full proof though because the presence of risk factors and
outcomes are simultaneous, and their studies are simultaneous too.
For example, to validate if coal workers in the mine could develop
bronchitis only looks at the factors in the mine. What it doesn’t
account for is that bronchitis could be inherent or may have existed
from before.

In a real-life cross-sectional study, attributes from both types are used.

Defining variables of Cross-Sectional Studies

Some of the key variables of a cross-sectional study are:

 The cross-sectional study is conducted with the same set of

variables over a certain period of time. The study is conducted in a
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 single instance, unlike longitudinal studies, where variables can
change over the period of extensive research.
 Cross-sectional studies give the flexibility to the researcher to
look at multiple variables together as a constant, with only one
variable being the focus of the cross-sectional study.
The easiest way to encapsulate a cross-sectional study is that it is a
snapshot of a group of people at that point in time. They are used to
determine what is happening in real time, at the moment. Hence, this
research type is used to draw the pulse of the population data at any
given point in time.

You can also use it to map prevailing variables that exist at a particular
point. For example, cross-sectional data on past drinking habits and a
current diagnosis of liver failure.

Cross-Sectional Study Examples

Below are examples to better illustrate this method of research

1. Phone companies rely on advanced and innovative features to

drive sales. Research amongst the target demographic market by a
phone manufacturer validates the expected adoption rate and
potential sales of the phone. In a cross-sectional study, males and
females across geographies and ages are enrolled for this research.
If the study results show that Asian women would not buy the phone
because it is bulky, the mobile phone company can tweak the design
before its launch or develop and market a smaller phone for women.
2. Another example of a cross-sectional study would be a medical
study looking at the prevalence of cancer amongst a certain
population. The researcher can evaluate people from different ages,
ethnicities, geographical location and social backgrounds. If a
significant amount of men from a particular age are found to be
more prone to have the disease, the researcher can conduct further
studies to understand the reason behind it – like a longitudinal study.

Analysis of cross-sectional studies

In a cross-sectional study, to calculate prevalence, multiple

parameters are measured simultaneously – questions, observations,
and answers.

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Prevalence = No of cases at a given time / No of people at the same
given time

For continuous variables, they fall along a continuum within a given

range. To calculate prevalence, the values have to be below or above
a predetermined level or else median levels may be calculated.

Cross-Sectional Studies Advantages and Disadvantages

Here are some of the key advantages and disadvantages of conducting

online research using cross-sectional study.

Advantages of cross-sectional studies

 Relatively quick to conduct

 All variables are collected at one go
 Multiple outcomes can be researched at once
 Prevalence for all factors can be measured
 Good for descriptive analysis
 Can be used as a springboard for further research

Disadvantages of cross-sectional studies

 Cannot be used to get timeline based research

 Tough to find people that fall under the exact same variables
 Associations are tough to interpret
 When strong feelings are involved, there could be the case of a
bias
 Does not help to determine cause

Cross-Sectional vs. Longitudinal Studies

Even though they are both quantitative research methods, there are a
few differences between cross-sectional studies vs longitudinal studies.

In cross-sectional studies, the variables are collected at a certain given

point of time but longitudinal studies span across multiple sessions
and the variables could change.

Cross-sectional studies are preferred to find common points between

variables but longitudinal studies, due to their nature are then used to
dissect the research from the cross-sectional study even further.

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The other factor is that due to the longevity of the research, there
could be attrition in the longitudinal study which skews the results
finding and the corresponding research whereas, in cross-sectional
research, there’s no chance of that happening because the study is
done with the same variables and sometimes at the same time of
collection of variables.

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Positivism in Cross sectional Survey
Positivism has to do with the situation where knowledge or the world is
thought to exist independent of people’s perceptions of it and that
science uses objective techniques to discover what exist in the world”
(Sullivan, 2001 p.47). Positivism uses logical, quantitative, more
objective scientific methods to test hypothetically deductive
generalizations. On the other hand, phenomenological or interpretive
philosophy holds that “reality of the world is thought to arise out of the
creation and exchange of social meaning during the process of social
interactions” (Sullivan, 2001 p. 48). Phenomenological perspective
uses qualitative, more subjective, naturalistic approaches in
inductively and holistically to understand human experiences in
context-specific settings (Amaratunga, Baldry, Sarshar & Newton,
2002).

As a philosophy, positivism adheres to the view that only “factual”

knowledge gained through observation (the senses), including
measurement, is trustworthy. In positivism studies the role of the
researcher is limited to data collection and interpretation in an
objective way. The quantitative paradigm is based on positivism.

Human beings are seen objectively, and as a result, social scientists

look to different avenues to study human society (De Vos et al.,
2011b:5). Babbie (2011:35) states that the roots of positivism can be
traced to Auguste Comte, who saw human beings as a phenomenon to
be studied scientifically. Thus, positivism may be seen as an approach
to social research that seeks to apply the natural science model of
research as the point of departure for investigations of social
phenomena and explanations of the social world (Denscombe,
2008:14; 2010b:120). The natural sciences are suitable for the study
of the social world; and hence, many researchers assume that the
positivist approach is scientific. Naturally, one would ask the question:
What is positivism supposed to comprise?

In response, Glicken (2003:20); Denscombe (2010a:324) and Lincoln et

al. (2011:107-108, 122) answer as follows: Positivism firstly entails a
belief based on the assumption that patterns (trends), generalisations,
methods, procedures, cause-and-effect issues are also applicable to
the social sciences. This view of positivism maintains that the objects
of the social sciences, namely people, are suitable for the
implementation of scientific methods.

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Welman et al. (2009:6) also link positivism directly to the scientific
model. This model or approach strives to formulate laws applicable to
populations. These said laws explain the causes of observable and
measurable behaviour. The positivist researcher prefers working with
an observable social reality; and such research would produce
generalisations similar to those produced by the natural scientists.
Positivists also believe that an objective reality exists outside personal
experiences with its own cause-and-effect relationships (Remenyi et
al., 1998:32; Saunders et al., 2000:85; Riege, 2003:77; Neuman,
2006:82; Babbie & Mouton, 2008:23; Saunders et al., 2009:113; Muijs,
2011:4).

The positivist researcher maintains that it is possible to adopt a

distant, detached, neutral and noninteractive position (Morris, 2006:3).
A position such as this would enable the researcher to assume the role
of an objective analyst, making detached interpretations about those
data that have been collected in an apparently value-free manner. For
the same reason, positivists prefer an analytical interpretation of
quantifiable data (Druckman, 2005:5). The abstract ideas of the social
relationship should, consequently, be linked to the precise
measurements of the social world.

Secondly, positivism entails a belief that valid knowledge can only be

produced on the basis of direct observation by the senses; and this
would include the ability to measure and record what would be seen as
knowledge. Observation in this sense means accepting only empirical
evidence as valid evidence. Valid evidence is thus produced through
the senses of sight, smell, touch, taste and hearing. It would clearly
mean that there is no place for phenomena which cannot be observed
either directly, through experience and observation, or indirectly, with
the aid of instruments.

Moreover, it should be quite obvious that things that cannot be seen

(observed), for instance people‟s thoughts and attitudes, cannot be
accepted as valid evidence and knowledge. Thirdly, many accounts of
positivism suggest that scientific knowledge is arrived at through the
accumulation of verified facts. These facts feed into the theoretical
edifice pertaining to a particular domain of knowledge. Thus, theory
expresses and reflects the empirical research. Such findings are often
referred to as laws pertaining to a particular field, namely empirically
established regularities (Bryman, 2005:15).

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Fourthly, as De Vos et al. (2011b:6) remind us, scientific theories are
seen by positivists as providing hypotheses, which are then submitted
to empirical testing. This implies that science is deductive, as it seeks
to extract specific propositions from general accounts of reality.
Logically, this would entail the construction of a specific theory to
explain the laws in a particular field. A hypothesis is thereby derived
to enable the researcher to submit the hypothesis to rigorous empirical
examination before rejecting, revising or accepting the hypothesis.

Finally, positivism is also taken to entail a particular stance in relation

to values. Consequently, the researcher would need to be purged of
values, since these could impair the objectivity and so undermine the
validity of knowledge. Positivism‟s position on values is to draw a
sharp distinction between issues, statements and norms (Flick,
2007:12). While positivists recognize that they can investigate the
implications of a particular normative position, they are unable to
verify or disprove the position itself.

In conclusion, regarding scientific theories, it may then be stated that

the positivist is concerned first and foremost with the creation of laws
applicable to all people at all times (Welman et al., 2009:192). Collis
and Hussey (2009:58, 61-62) proceed from the previous argument
when they clearly state that the purpose of positivism is to seek
generalisations (theories). The said generalisations are, however,
based on and grounded in the natural science laws, which are not
necessarily applicable to social structures. In sum, positivism “equates
legitimacy with science and scientific methods” (Scott & Usher,
2011:13); and as such, it involves a number of assumptions, (cf.
paragraph 5.2.1.1, p. 301). In this thesis, generalisations are sought in
Chapter Four, where the core contents of different sport management
and educator training programmes are analysed to determine their
common content.

The positivist tradition however, has not met with approval and
support by all scientists, since it has produced some serious problems
as well as some questionable assumptions. Henning et al. (2004:17),
Babbie (2010:41), Rubin and Babbie (2010:15) as well as Denzin and
Lincoln (2011a:8) point out that early positivist social scientists
assumed that social reality can be explained in rational terms, because
people always act rationally. Babbie (2010:41) in particular states that
people do not always act rationally. Nonetheless, even non-rational
behaviour could be rationally understood and predicted. Babbie
(2010:42) further alleges that everybody acts, thinks and interprets
subjectively to a certain extent. This subjectivity is unique to any
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individual; and the endeavour for objectivity could best be obtained
through the discovery of intersubjective interests between individuals.
Inevitably, the positivist view would not agree with this approach.

Following Babbie (2010:44; 2011:44), it was rather difficult to choose

the best suitable paradigm among those presented in this chapter.
Nonetheless, because this study does not focus on the natural
sciences, it cannot be aligned entirely with the positivist paradigm
(approach), as will become evident in the ensuing paragraphs of this
chapter. It is nevertheless important to pay careful attention to Babbie
(2011:44) when he implicitly warns against the total negation of the
positivist paradigm, because each paradigm compensates for the
other by suggesting complementary perspectives. The different
paradigms should be seen as different arrows that could be used as
the situation demands or requires.

There are two more important principles of positivism: to isolate,

analyse and understand the causes of human behaviour. For Livesey
(2011b:3) the basic thought is that behaviour is caused (initiated) by
something, which if understood, could be applied to explain and
predict human behaviour. The second principle is concerned with
objectivity. Gratton and Jones (2010:25) firmly believe that for the
positivist, there would be an emphasis on methodology to facilitate
replication and quantifiable observations for statistical analysis. Here,
the researcher is independent of and neither affects nor is affected by
the subject of the research. Welman et al. (2009:6) clearly state that
the positivist approach underlies the natural scientific method in
human behavioural research and holds that research should be limited
to what can be observed and measured objectively. In relation to the
current study, this implies that the generation of data should be
independent of human opinions and judgment.

The researcher distributed a questionnaire to school sport managers at

selected schools in a diversity of South African schools, and he
assumed the role as observer of phenomena in a natural setting.

Qualitative methods of data generation would not fit easily within the
positivist approach to research (cf. par. 5.8, p. 328). For this very
reason, Curtner-Smith (2002:38) states that positivist sport pedagogy
researchers specifically tend to use quantitative methods to gather
measurable numerical data. In this way, their work is aimed at the

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provision of numerical illustrations of teaching or coaching (descriptive
studies), discovering relationships between components of teaching or
coaching (correlation studies), or attempting to change some aspect of
teaching or coaching (experimental studies).

Wisker (2008:65); Welman et al. (2009:9), as well Gratton and Jones

(2010:25), also propose the use of quantitative methods, where
control groups could be used, for the positivist approach. Muijs
(2011:3), as well as Thomas et al. (2011:19,21) also mention the use
of experimental and survey methods to collect data; but they indicate
that the use of these methods would not necessarily produce
understanding, explanations and interpretations.

Concurring with Gratton and Jones (2010:25), one could say that the
positivist approach undeniably has strengths, notably in terms of
precision, control and objectivity. Such sport-related theories naturally
would be the result of statistical analysis, which removes the need for
more individualistic or intuitive interpretation. Positivist research is
also generally more straightforward in terms of planning, simply
because the data are collected in one go, and the analysis of all the
data takes place at the same time. Finally, it emerged during the
literature review that in the early years of sport-related research, such
research was dominated by the positivist approach. For reasons,
which will be outlined below, alternative approaches are now
becoming more widespread. One of these approaches is known as
post-positivism.

Post-positivism
Dissatisfaction with positivism became increasingly widespread,
thereby increasing the appeal of post-positivism (Teddlie & Johnson,
2009:68). Because of the increasing appeal of post-positivism, post-
positivistic works gained credibility throughout the social science
community. Teddlie and Johnson (2009:68) cite the works of post-
positivists: Popper (1934; 1959), Hanson (1958), Toulmin (1960),
Campbell and Stanley (1963), Hempel (1965), Kuhn (1962; 1970;
1996), Phillips (1987; 1990), as well as Phillips and Burbules (2000).

Post-positivism will not be considered a distinct philosophical tradition

in its own right. Creswell (2009:6) sees post-positivism as an
extension of positivism, since it represents the thinking after
positivism, challenging the traditional notion of the absolute and
objective truth of knowledge in the social sciences. Gratton and Jones
(2010:26-27) hold the view of post-positivism that in reality, it is not
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possible to gain understanding merely through measurement. Post-
positivist approaches show a much greater openness to different
methodological approaches, and often include qualitative, as well as
quantitative methods. This allows for the development of alternative
research strategies to find information in unlikely and creative ways
(Glicken, 2003:28). Additionally, researchers in this paradigm normally
believe in multiple perspectives from participants rather than a single
reality (Creswell, 2007:20; 2009:7).

Positivism contends that there is an objective reality out there to be

studied, captured and understood, whereas post-positivists argue that
reality can never be fully apprehended, only approximated (De Vos et
al., 2011b:7). According to Denzin and Lincoln (2011a:8), post-
positivism relies on multiple methods for capturing as much of reality
as possible. At the same time, emphasis is placed on the discovery
and verification of theories. Traditional evaluation criteria, such as
internal validity, are stressed, as is the use of qualitative procedures
that lend themselves to structured (sometimes statistical) analysis.
Computer-assisted methods of analysis that permit frequency counts,
tabulations and low-level statistical analyses may also be employed.

The post-positivist researcher focuses on the understanding of the

study as it evolves during the investigation. The study begins with an
area of study. A question and a hypothesis are conjectured before
starting the study (Morris, 2006:77). Post-positivists believe that
positivist research is often difficult and impractical for many forms of
social research (Glicken, 2003:27). Emanating from any research,
there are tendencies towards a specific notion which can – by
repetition – bring valuable data to light.

Post-positivists accept that the natural sciences do not provide the

only model for social research. However, they do believe in an
objective reality. Rather than focusing on certainty and absolute truth,
the post-positivist will focus on confidence: How much can the
researcher rely on his/her findings? How well can one predict certain
outcomes?

The proponents of post-positivistic research argue that research, even

scientific research, is frequently a product of historically located
practices. Post-positivism reflects a distrust of absolutes and
foundational truths; following the correct method can no longer
guarantee true results. Instead of only one truth, there are many.
Truth is fundamentally dependent on language; and it is a socially

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constructed phenomenon. This distorts the reality on which positivism
is built.

Post-positivism provides the researcher with more subjective measures

for gathering information. The degree of honesty of the researcher
could be a problem in this kind of research. Could the subjectivity in a
post-positivistic study influence the data negatively? Glicken
(2003:29) is convinced that post-positivist research offers the social
scientist the ability to do research on a small scale by using very
creative methodologies. Thus, a mixed method of research was used
(cf. par. 5.7, p. 321). The researcher employed in-depth interviews
and questionnaires to collect the data for the investigation.

The limitations of positivism have led to the development of an

alternative perspective – a collection of related perspectives – those of
interpretivism.

Page 19 of 19
Condensate Rundown Cooler Skid
ANG-TPG-ASNG1-CX-8001-00036
Foundation Design Report