introduction, objectives, and agenda
DESCRIPTION
Systematic Planning for Environmental Decision-Making DOE EM-3 Day 2 DQO Training Colorado Department of Public Health & Environment EPA Conference Center Rocky Mountain Room 999 18th Street Denver, CO 80202 Wednesday, October 30, 2002. Day 2 DQO Training Course Module 0. - PowerPoint PPT PresentationTRANSCRIPT
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Systematic Planning for Environmental Decision-Making
DOE EM-3 Day 2 DQO Training
Colorado Department of PublicHealth & Environment
EPA Conference CenterRocky Mountain Room
999 18th Street Denver, CO 80202
Wednesday, October 30, 2002
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Introduction, Objectives, and Agenda
Presenter: Sebastian Tindall
Day 2 DQO Training CourseModule 0
(15 minutes)
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Make defensible decisions by managing uncertainty via systematic planning
EM-3 DQO Mission:
Introduction
Institutionalize the standardized Data Quality Objectives (DQO) Process (systematic planning) throughout the Department of Energy (DOE) complex
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Day 2 Course Objectives Learn
– “How to” for each activity in each of the 7 steps of the DQO Process
– Basic statistical concepts using hands-on examples and computer simulations
– How to manage uncertainty in the sampling and analysis design process
– New Environmental Protection Agency (EPA) “TRIAD” approach for implementation of sampling
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The TRIAD ApproachThe TRIAD Approach
Systematic Planning
Dynamic Work Plans
Real-Time Measurement Technologies
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Important “How To” Concepts
Scoping is the most important activity Poor scoping promotes distrust between
regulators and facility managers Using an independent facilitator who has
technical knowledge promotes agreement between different opinions
Interviews with decision makers promote consensus and resolution of global issues
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Global issues are those that do not require data to resolve but are crucial for success
Important “How To” Concepts (cont.)
Global issues are those that include interpretation of regulations
Resolution of global issues ensures technical staff resolve disagreements between decision makers prior to developing sampling designs
Good decisions require defensible sampling and analysis designs
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Statistical Concepts
Generate frequency distributions Transform data from numerical to graphical Generate histograms Generate Probability Density Functions Evaluate error consequences versus target
error rates Evaluate error rates & number of samples
versus cost of analysis
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How Many Samples do I Need?
REMEMBER:
HETEROGENEITY
IS THE RULE!
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Remember
Population is the TOTAL universe of objects within the decision unit
THUS
The only way to make decisions without errors is to take a CENSUS
Can’t sample or “measure” the ENTIRE site Population must therefore be sampled
representatively
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Uncertainty is additive!Analytical
+ Sub-sampling
+Natural heterogeneity of the site
=Total Uncertainty
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Errors
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To Control Sampling Error
Control sub-sampling methods and sample mixing methods
Take larger sample volumes Reduce particle size Specify methods that fit the sample size
and particle size Increase sample density by performing
more on-site, rapid analyses
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Sampling heterogeneity decreases as sampling density
increases.
REMEMBER:
How Many Samples do I Need?
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The following slides show today’s agenda with the content
and times of each module
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The EPA 7-Step DQO Process
Step 1 - State the Problem
Presenter:Sebastian Tindall
Day 2 DQO Training CourseModule 1
(60 minutes)(15 minute Morning Break)
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The EPA 7-Step DQO Process
Step 2 - Identify the Decisions
Presenter: Sebastian Tindall
(15 minutes)
Day 2 DQO Training CourseModule 2
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The EPA 7-Step DQO Process
Step 3 - Identify Inputs
(45 minutes)
Presenter:
Sebastian Tindall
Day 2 DQO Training CourseModule 3
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The EPA 7-Step DQO Process
Step 4 - Specify Boundaries
(30 minutes)
Presenter:
Sebastian Tindall
Day 2 DQO Training CourseModule 4
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The EPA 7-Step DQO Process
Step 5 - Define Decision Rules
(15 minutes)
Presenter: Sebastian Tindall
Day 2 DQO Training CourseModule 5
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The EPA 7-Step DQO Process
Step 6 - Specify Error Tolerances
(40 minutes)
Presenter: Sebastian Tindall
Day 2 DQO Training CourseModule 6
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The EPA 7-Step DQO Process
Step 7 - Optimize Sample Design
(70 minutes)
Presenter:
Sebastian Tindall
Day 2 DQO Training CourseModule 7
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Closing Remarks
Presenter: Sebastian Tindall
(10 minutes)
Day 2 DQO Training CourseModule 8
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The EPA 7-Step DQO Process
Statistical Concepts and Demonstrations
Presenter: Chuck Ramsey
Day 2 DQO Training CourseExercises
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• Appendix A: – Thomas Grumbly DOE DQO directive,
September 1994
• Appendix B:
– Timothy Fields EPA OSWER directive, June 1999
• Appendix C:
– Expedited Site Characterization Field Quality Assurance Meeting minutes, January 1994
Note: Appendices have been removed from the binders but can be found on our web site:
http://www.hanford.gov/dqo/training/contents1.html
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• Appendix D: Effective Data– Deana Crumbling, U.S. EPA-HQ
• ES&T: Managing Uncertainty…
• White Paper: Triad Approach…
• White Paper: Applying Effective Data...
• White Paper: Relationship: SW-846, PBMS... • White Paper: Clarifying DQO Terminology…
– Dr. Bart Simmons, CAL/EPA DTSC• Using Field Methods: Court decisions
– Dr. Al Robbat, Tufts University• Dynamic Work Plans & Field Analytics
– Sebastian Tindall, BHI
• ESC M-Cubed Approach
• Culture Change Flow Chart
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• Appendix E: – List of Acronyms and Symbols used in course
materials
• Appendix F:
– U.S. EPA ORDER 5360.1 A2 CHG 2 May 5, 2000
(http)://www.hanford.gov/dqo/training/contents1.html)
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We want to help you:
Do it!Do it!(Get the job done - right)
Prove it!Prove it!(Document what/why/how)
CertifiedCertified
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Final Exam Preview
• Old answer - A painful elaboration of the obvious
• Hint: Answer has 3 items
What is the DQO Process in a Nutshell?
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NAMP DQO TRAINING, Part 1 – CAL/EPA DTSCCOURSE/INSTRUCTOR EVALUATION FORM
Course Title: Managing Uncertainty and Improving the Decision-Making Process
Module 1: ___________________
Instructor: Sebastian Tindall
Date:
Time:________________
Please check your assessment of the following statements:
Range: 5= completely agree 1 = disagree 5 4 3 2 1
1. The objectives of the module were understood and accomplished
2. There was adequate coverage of the subject matter
3. The subject matter was organized
4. The instructional tools were appropriate and organized
5. Enough time was allocated to cover module material
6. The instructor was effective
8. I would recommend the module to colleagues
If recommended, to whom:________________________________
9. What did you like best about the module? List the strong points.
______________________________________________________________________________________
______________________________________________________________________________________
10. What would you change? Are there any improvement opportunities?
______________________________________________________________________________________
______________________________________________________________________________________
11. What was one thing (insight, learning) you found of most value?
______________________________________________________________________________________
______________________________________________________________________________________
12. Was there enough time to cover the material? If no, please explain.
______________________________________________________________________________________
______________________________________________________________________________________
13. Any constructive feedback for the instructor?
______________________________________________________________________________________
______________________________________________________________________________________
Name (Optional):________________________________________________________________________
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End of Module 0
Thank you