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![Page 1: 1 of 36 Managing Uncertainty with Systematic Planning for Environmental Decision Making 3-Day DOE DQO Training Day 1.](https://reader035.fdocuments.in/reader035/viewer/2022062517/56649ed85503460f94be65f0/html5/thumbnails/1.jpg)
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Managing Uncertainty with Systematic Planning for Environmental
Decision Making
3-Day DOE DQO Training
Day 1
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PresenterSebastian Tindall
DQO Coordinator
Bechtel Hanford Inc.
3190 George Washington Way
MS H9-03; Room 49
Richland, WA 99352
(509) 372-9195
http://www.doe.hanford.gov/dqo
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History of the DQO Training
• Funding provided by DOE Headquarters in 1998 to develop the DQO training
• Development of the presentation
• Funding provided by EPA Headquarters to train Region personnel - 2002 to present
• Funding provided by other interested parties (i.e., States, USACE) for training
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DOE
EPA
Other
London, England
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Number of People Trained
Company Number of People
DOE - HQ 770
EPA - OSWER 542
Other 390
TOTAL 1702
As of October 6, 2004
By Funding entity:
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Introduction to Course and Module Objectives, Agenda,
and Key Concepts
Presenter: Sebastian Tindall
15 minutes
DQO Training CourseDay 1
Module 0
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The Problem in a Nutshell
Without systematic planning, your agency/company or your client may be subject to huge financial liability
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Federal Facility Projects Under the Comprehensive Environmental
Response, Compensation, and Liability Act of 1980 (CERCLA)– Joint, Several, and Strict Liability– Local entities “buy” contamination FOREVER– Deep Pockets
City, County, State attorneys have issued opinions that failure to conduct an independent environmental assessment of the Site could leave them liable for the cleanup of unexpected contamination
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Deficiencies and Inconsistencies in Environmental Decision Making
Exist because an integrated decision-making process is not being used to make environmental decisions
Result from the lack of systematic planning Result from failure to manage uncertainty Result from lack of standard documentation Result in decisions that are not scientifically, technically,
or legally defensible Result in vulnerability to third-party challenges
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What’s In It For Me(and my Organization)?
Understand that there is inherent uncertainty in all environmental decisions that use data
Reduce possibility of third-party challenges Reduce re-work Reduce unnecessary clean up Cost-effective budget allocation in time of
diminishing budgets
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Course Objectives
Learn the concepts behind the jargon Learn to use systematic planning to manage
uncertainty Use the FAM approach for more cost-
effective data collection Use the tools to generate the documentation
and perform calculations
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Uncertainty is Inherent in Data and Must be Managed
We are forced to make environmental decisions based on estimates
Estimates always involve errors Errors in estimates are not mistakes If unmanaged, errors in estimates CAN lead to
decision errors which ARE MISTAKES Decision errors must be managed
– Acknowledge– Identify– Quantify
Severe consequences of decision errors mandate a statistical basis
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Uncertainty is additive!Analytical
+ Sampling & Sub-sampling
+Natural heterogeneity of the site
=Total Uncertainty
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Learn the Jargon
• t-test• UCL - upper
confidence limit• AL - action level• N - target population• n - population units
sampled - population mean
• x - sample mean - population
standard deviation• s - sample standard
deviation
• H0 - null hypothesis
- alpha error rate - beta error rate - width of gray
region
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Use Systematic Planning to Manage Uncertainty
The Data Quality Objectives (DQO) Process is a type of Systematic Planning– Step 1: State the Problem– Step 2: Identify the Decisions– Step 3: Identify the Inputs– Step 4: Specify the Boundaries– Step 5: Define the Decision Rules– Step 6: Specify Error Tolerances– Step 7: Optimize Sample Design
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The Managing UncertaintyThe Managing UncertaintyApproachApproach
Systematic Planning
Dynamic Work Plan
Real-Time Measurement Technologies
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Insert M-cubed graphic
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Foundation of Defensible Decisions Guidance
– EPA QA/G-4 (DQOs)– EPA QA/G-9 (Data Quality Assessment - DQA)– Complete documents on web
Training– Days 1 (foundation), 2 (how to) and 3 (how to)– Visual Sample Plan (VSP)
Standardized documentation– DQO e-Workbook (electronic template)
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Foundation (cont.) - Tools DQO Implementation Work Process Flow
Chart Scoping Checklist DQO Web Site
– DQO tools and materials– Latest version of all of today’s slides
Visual Sample Plan– Download free software
Data Quality Assessment (coming!)
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How Many Samples do I Need?
REMEMBER:
HETEROGENEITY
IS THE RULE!
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The following slides show today’s agenda with the content
and times of each module
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Module 1Evolution of the DQO Concept
Module Objective– To understand how the DQO Process has
matured over time from a qualitative concept to practical implementation
20 minutes(10 minute break)
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Module 2EPA Inspector General Audit
Reports
Module Objective:– To highlight the general findings from
Environmental Protection Agency (EPA) Inspector General Audit Reports and the problems created when the DQO Process is not followed
20 minutes
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Module 3How Many Samples do I Need?
Part 1 Module Objective:
– To describe the sources of uncertainty that can lead to errors when making decisions based on environmental sampling results and to discuss how these errors can be managed and controlled
60 minutes
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Module 4 Key Concepts Underlying
DQOs and VSP
Module Objective:
– To gain a basic understanding of the key statistical concepts needed to develop defensible sampling plans
60 minutes(75 min lunch break)
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Module 5How Many Samples do I Need?
Part 2 Module Objective:
– To describe the sources of uncertainty that can lead to errors when making decisions based on environmental sampling results and to discuss how these errors can be managed and controlled
60 minutes(5 minute “stretch” break)
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Module 6How Many Samples do I Need?
Part 3 Module Objective:
– To describe the sources of uncertainty that can lead to errors when making decisions based on environmental sampling results and to discuss how these errors can be managed and controlled
50 minutes(5 minute “stretch” break)
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Module 7Introduction to
The EPA 7-Step DQO ProcessSteps 1 - 4
Module Objective:– To understand the role of Steps 1-4 in the
EPA 7-Step DQO Process
30 minutes
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Module 8Introduction to
The EPA 7-Step DQO ProcessSteps 5 - 7
Module Objective:– To understand the role of Steps 5-7 in the
EPA 7-Step DQO Process
25 minutes(5 minute “stretch” break)
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Module 9DQO Implementation Process
Flow Chart
Module Objective:– To highlight the elements of the flow
diagram for implementing the DQO Process
30 minutes
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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– 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
• Appendix G:
– Science Advisory Board Report to EPA:
• Report
• Enclosure D
(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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EM-3 DQO TRAINING, Part 1 – EPA Region X DAY 1 COURSE/INSTRUCTOR EVALUATION FORM
Course Title: Managing Uncertainty and Systematic Planning for Environmental
Decision-Making __________________________________________________
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
Questions?