Academic literature on the topic 'Informe PISA 2009'
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Journal articles on the topic "Informe PISA 2009"
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Rojas Ruiz, Gloria, Inmaculada Alemany Arrebola, and Mª Mar Ortiz Gómez. "Influencia de los factores familiares en el abandono escolar temprano. Estudio de un contexto multicultural." Electronic Journal of Research in Education Psychology 9, no. 25 (2017): 1377. http://dx.doi.org/10.25115/ejrep.v9i25.1623.
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Introducción. En las investigaciones sobre abandono escolar temprano encontramos una gran variedad de factores que influyen en este problema. Los informes más actuales señalan como más relevantes en los resultados escolares del alumnado, el entorno educativo y el ambiente familiar y social.Método. Los objetivos de este artículo se centran en conocer el nivel socioeconómico y cultural de los padres de alumnos que abandonan prematuramente los estudios y evaluar la implicación familiar en el progreso educativo de los hijos, en un contexto multicultural. La metodología utilizada es descriptiva. Se evaluó a través de una encuesta a jóvenes de entre 16 y 24 años que abandonaron prematuramente los estudios desde el año 2000-2001 hasta el 2008-2009.Resultados. Los resultados de este trabajo muestran que el nivel socioeconómico de las familias de los alumnos que abandonan prematuramente es bajo, encontrándose mayor porcentaje de desempleo en familias de origen bereber, frente a las de origen europeo. El nivel de estudios de los progenitores es de Educación Primaria o Educación Secundaria Obligatoria, teniendo los padres mayor formación que las madres y mayor preparación académica los de procedencia europea.Conclusiones. Aunque los datos del Informe PISA muestran que un rendimiento pobre en la escuela no es consecuencia automática de un entorno socioeconómico desfavorecido, el ambiente familiar parece influir poderosamente en el rendimiento. Los resultados de este trabajo coinciden con numerosos estudios sobre la relación directa existente entre las circunstancias familiares y su incidencia en el abandono escolar temprano.
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Inda-Caro, Mercedes, Carmen Rodríguez-Menéndez, and Vicente Peña-Calvo. "PISA 2006: la influencia del género en los conocimientos y competencias científicas." Revista Iberoamericana de Educación 51, no. 2 (2010): 1–12. http://dx.doi.org/10.35362/rie5121836.
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Las diferencias entre chicos y chicas en el rendimiento académico de las tres áreas principales, matemáticas, lectura y ciencias han sufrido algunos cambios en los últimos años. El objetivo de este artículo ha sido analizar los resultados de PISA 2006 (Programme for International Student Assessment), para, principalmente, determinar las diferencias de género en la competencia científica, matemática y lectora. Para el análisis de los datos se ha empleado el capítulo 2 (Perfil del estudiante sobre su rendimiento en ciencias) y el capítulo 6 (Perfil del estudiante en el rendimiento en lectura y matemáticas) del informe PISA 2006. Los resultados muestran que las mujeres destacan en los componentes de la competencia científica: identificar cuestiones científicas (análisis de la realidad) y utilizar evidencia científica (generalización de la evidencia científica). Mientras, los varones han destacado en el componente explicar fenómenos científicamente (aplicación de conocimiento). En competencia lectora las mujeres han logrado un rendimiento claramente superior a los varones, mientras que estos han conseguido un promedio superior a las mujeres en la competencia matemática. Se ha profundizado en la relación género-competencias en cada una de las Comunidades Autónomas que participaron en el informe PISA 2006 (OECD, 2007).
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Rodrigo, Lucrecia. "Los programas internacionales de evaluación estandarizada y el tratamiento de sus datos a nivel nacional. El caso de Argentina en el estudio PISA de la OCDE." Foro de Educación 17, no. 26 (2019): 73–94. http://dx.doi.org/10.14516/fde.708.
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PISA se ha convertido en uno de los principales programas de medición del rendimiento de los estudiantes a nivel mundial. En la última de sus ediciones, en el año 2015, más de 60 países participaron en la evaluación. El propósito de PISA es evaluar cada tres años el rendimiento de los estudiantes que están finalizando su educación obligatoria en tres áreas claves: Lectura, Matemática y Ciencias. En su conjunto, la información generada está orientada por los resultados de la investigación sobre los determinantes del aprendizaje; en este marco, el programa se distingue por elaborar y circular un amplio grupo de recomendaciones de política para que los países mejoren sus resultados. Al respecto, investigaciones recientes mostraron que PISA se ha convertido en un material de relevancia para los países, constituyéndose en un instrumento de planificación educativa y en una potente base de datos que contribuye en la elaboración de análisis, investigaciones e informes gubernamentales que inciden en la orientación de las decisiones políticas (Kotthoff & Pereyra, 2009; Pongratz, 2013). Teniendo en cuenta este escenario, el artículo se propone identificar el tratamiento efectuado en Argentina de la información generadas por PISA para el país. Para tal fin, se privilegia el tipo de instrumentación que las agencias gubernamentales nacionales han efectuado sobre estos datos. El análisis se complementa con una breve referencia sobre el uso mediático de PISA en Argentina, sobre todo de la prensa escrita, de manera de vislumbrar algunas repercusiones e impactos de la evaluación sobre la opinión pública. A partir de este análisis, se espera contribuir en la comprensión de la posición adoptada por el país frente a programas internacionales de evaluación como PISA, considerados mecanismos de gobernanza de la educación a escala global (Barroso & Carvalho, 2008).
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Fitriati. "STUDENT QUESTIONNAIRE OF PISA 2006 AND RASCH ANALYSIS." Visipena Journal 4, no. 2 (2013): 23–36. http://dx.doi.org/10.46244/visipena.v4i2.162.
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PISA is one of the biggest international student assessments. The results of this study are frequently used to inform policy directions and to provide feedback to learning and teaching. However, due to country socioeconomic, cultural and language differences among the countries, the test instruments may not be funtioning in the same way in all culture. Those differences may cause non-equivalence of tests or or tests may not be fair among different cultures, which then challenges assumptions made about measurement equivalence. This study aims to examine the equivalence of motivation and self concept items on student questionnaires of PISA 2006 study whether fit Indonesia context or not. The study employed two analisis of Rasch model to seek the equivalence of the tests. The results revealed that there is no significant DIF on motivation scale. One important finding of DIF analysis using Indonesia data was that two items of self-concept scale have been shown favoring males. The study also found that all items on motivation and self concept scale fit the data set and are not dependent on upon the sample of Indonesian students. The test is fair among different groups and contexts. This study suggests that more scales analysis is required as it will provide more comprehensive findings about the equivalence of this survey test.
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Dawson, Douglas E., and Eric M. Kraus. "Medical Malpractice and Rhinology." American Journal of Rhinology 21, no. 5 (2007): 584–90. http://dx.doi.org/10.2500/ajr.2007.21.3076.
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Background Physicians facing malpractice litigation are in uncharted territory. The language, concepts, rules, and strategies of the legal system are foreign to science-based physicians. Understanding the statistics of rhinology malpractice litigation may aid the physician to cope with the assault of a claim. Methods Information from the 2006 Physician Insurers Association of America (PIAA) and the 2006 PIAA Risk Management Report (RMR)–Otorhinolaryngology were searched for claims data referable to the nose, nasal chamber, and paranasal sinuses. The PIAA data sharing report (DSR) is the largest single resource of malpractice claims data containing both settlement and trial judgment information. Results The nose, nasal cavity, and paranasal sinuses represent nearly two-thirds of the total indemnity paid for improper performance from otolaryngology head and neck surgery (Oto-HNS) medical malpractice claims between 1985 and 2005 based on claims information. Improper performance accounts for 50.3% of total monies paid ($107.6 million of $213.6 million) to resolve Oto-HNS claims in this period. Of nearly 2400 operative claims closed in the period of 1985–2005, 34.1% involved procedures on the nose and sinuses. In the past 6 years, $103.5 million indemnity has been added to the otolaryngology total. Conclusion The area of endoscopic sinus surgery has substantially contributed to Oto-HNS claims in the PIAA DSR. Despite malpractice being a cost of medical practice, every claim is perceived as an assault on the surgeon's competence. Ensuring informed consent and complete documentation may assist the provider in defending their care.
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Ventura, Daniela. "La lectura en FLE por y para el aprendizaje." Çédille 13 (April 1, 2017): 479. http://dx.doi.org/10.21071/ced.v13i.10634.
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El proceso de aprendizaje de la lengua materna (LM) pasa por el dominio de las destrezas de comprensión y de interpretación. Según se recaba de los informes PISA 2009 y PISA 2012 (OCDE) aplicados a alumnos de quince años integrados en el sistema educativo, España ocupa una posición inferior a la media de la OCDE en la competencia lectora. Dicha constatación se hace extensible al aprendizaje de segundas lenguas. Los resultados obtenidos en FLE en comprensión escrita ponen de manifiesto un problema tanto a nivel de la comprensión profunda del texto como de su organización interna por parte del discente. Demostraremos que la falta de atención, la lectura superficial así como una carencia básica en el dominio de ciertas habilidades cognitivo-discursivas constituyen la causa fundamental de la incomprensión lectora.
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Davis, Edward Rock, and Rachel Wilson. "“Not so globalised”: contrasting media discourses on education and competitiveness in four countries." Journal of Asia Business Studies 13, no. 1 (2019): 155–76. http://dx.doi.org/10.1108/jabs-08-2016-0108.
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PurposeThis paper aims to analyse contrasting discourses on education and competitiveness from four countries to show the different national values that are a key driver in economic development.Design/methodology/approachThe paper uses content analysis to compare and contrast the newspaper discourse surrounding the OECD Program for International Student Assessment (PISA) in four countries with above OECD average performance: Japan and South Korea (improving performance) and Australia and Finland (declining performance). PISA has attracted much government and public attention because it reflects education and the economic value of that education.FindingsThere are key contrasts in the discourses of the four countries. Despite shifts to globalised perspectives on education, strong national and cultural differences remain. Educational competitiveness and economic competitiveness are strong discourses in Japan and South Korea, while in Australia and Finland, the focus is on educational competitiveness. The media in Finland has few references to economic competitiveness and it does not feature in Australia. The discourse themes on PISA from 2001 to 2015 are presented with trends in educational attainment and shifting national perspectives on education.Research limitations/implicationsAnalysis is limited to the top two circulation newspapers in English language in each country over 2001 to 2015. These newspapers in Finland, Japan and South Korea include translated content from local language papers.Originality/valueThe paper provides longitudinal perspectives to understand the contrasting societal values placed on education and how these relate to perspectives on competitiveness. This media evidence on national discourses can inform education policy orientations in the four countries examined.
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Medina Gual, Luis. "La desigualdad de los resultados educativos en Latinoamérica: un análisis desde PISA." Revista Latinoamericana de Estudios Educativos 48, no. 2 (2018): 45–70. http://dx.doi.org/10.48102/rlee.2018.48.2.46.
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Se realiza un análisis sobre la definición de calidad educativa, desigualdad en educación y cómo ésta ha sido estudiada en los reportes de evaluación educativa. Se discute cómo la mayoría de los informes reportan la tendencia central de los indicadores e índices. Para el rendimiento escolar, el análisis de pruebas estandarizadas brinda información sobre la eficacia de los sistemas educativos. Con base en las pruebas de Matemáticas y Lectura PISA 2015 (OCDE, 2018a), se analizan los resultados en países latinoamericanos enfocándose en la dispersión y forma de la distribución de los puntajes. Se propone al cálculo del coeficiente de variación y del coeficiente de asimetría como alternativas que permiten brindar información sobre la calidad de los sistemas educativos desde la equidad. Los resultados muestran que la mayoría de los países latinoamericanos, además de poseer puntajes debajo de la media de los países evaluados, muestran distribuciones heterogéneas con una alta asimetría negativa. En consecuencia, se propone discutir quiénes son los estudiantes que, en países con este tipo de rendimiento promedio, obtienen puntajes atípicamente bajos. En Latinoamérica, sería de especial importancia retomar teorías de justicia y derecho a la educación desde una tendencia compensatoria (Latapí, 1993) que generara instituciones resilientes (Muñoz, 2009).
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Oviedo Villavicencio, José Francisco, and Eilen Oviedo González. "Culturas de profesores y reformas educativas." RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo 7, no. 14 (2017): 133. http://dx.doi.org/10.23913/ride.v7i14.278.
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Las políticas educativas en la Educación Media Superior, significan en el momento presente, intentos de mejora de estos incidentes sociodemográficos, que además, se incorporan a un Sistema Educativo que está siendo cuestionado en sus resultados, ya que estudiantes han resultado reprobados en todas las evaluaciones internacionales del Programa Internacional de Evaluación de los Alumnos (PISA por sus siglas en Inglés) de Educación Básica (EB) desde 2000 a 2015, inclusive nacionales como la Evaluación Nacional de Logro Académico en Centros Escolares (ENLACE) desde 2008 a 2013, notándose alguna evolución en los índices de aprovechamiento pero siempre debajo del promedio internacional, y manteniéndose cercanos al 64% de la matrícula en los niveles inferiores de evaluación, como lo han sido los resultados de la hoy extinta prueba de ENLACE 2013, insuficientes y elementales, por ejemplo, en la habilidad matemática en el nivel de Educación Media Superior.El profesor, que ha construido un currículum real (Ramsden,1992 citado por Biggs, 2003) que ha perdido su vigencia frente a las exigencias de las reformas educativas de la última década, ha sido cuestionado por estos resultados, al igual que el Sistema Educativo mismo, centralizado y corporativo (Ornelas, 1995), que se encuentra al centro de las miradas de una Sociedad que manifiesta inconformidad con los informes de la evaluación del desempeño no solo de sus estudiantes, sino de sus docentes al presentarse a prueba para el ingreso, permanencia y promoción del Servicio Profesional Docente. La presente investigación tiene como propósito establecer el estado de esta temática actualmente y sus avances acerca de l a forma de actuación que tiene el profesor de la Educación Media Superior frente a la implementación de la política educativa.Lo cierto es que la actuación del profesor ante los nuevos enfoques y modelos de enseñanza que las reformas exigen, requiere mejorar su práctica docente y ampliar su repertorio de gestión en el aula con nuevas estrategias didácticas para lograr el máximo logro académico de los educandos.
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Dashyan, V. G., and I. V. Senko. "Microsurgical treatment of distal aneurysms of the posterior inferior cerebellar artery." Russian journal of neurosurgery 21, no. 4 (2019): 12–23. http://dx.doi.org/10.17650/1683-3295-2019-21-4-12-23.
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The study objective is to analyze characteristics of distal aneurysms of the posterior inferior cerebellar artery (PICA) using the results of surgical treatment of 11 patients with this disorder.Materials and methods. Eleven patients with distal PICA aneurysms (7 men and 4 women aged between 32 and 57 years (mean age 44 years)) were operated in N.V. Sklifosovsky Research Institute for Emergency Medicine. Aneurysms were visualized using cerebral angiography in 2 patients and using computed angiography in 9 patients. The aneurysms were classified using the classification system developed by J.R. Lister and A.L. Rhoton. Aneurysms located in the tonsillomedullary segment were most common. Saccular aneurysms were found in 7 (64 %) patients, whereas fusiform aneurysms were observed in 4 (36 %) patients. Two saccular aneurysms had a large neck. The size of aneurysms varied between 2 and 9 mm. The majority of patients (70 %) had aneurysms less than 7 mm.Results. Five patients were operated via median suboccipital approach, while the remaining 6 patients were operated via lateral suboccipital approach. We performed either reconstructive (n = 9) or deconstructive (n = 2) aneurysm clipping depending on the possibility of preserving the PICA lumen and presence of damage to the perforating arteries of the brain stem. Nine patients (82 %) had Glasgow Outcome Score of 5; two patients (18 %) died (one of them was admitted in sopor with occlusive hydrocephalus; another one had grade III–IV obesity and developed purulent septic respiratory complications and secondary purulent meningitis). Two patients (18 %) developed dysarthria and dysphagia in the postoperative period, but these symptoms disappeared by the moment of discharge.Conclusion. Distal PICA aneurysms are quite rare and require tailored approach to treatment. A surgeon should bear in mind specific anatomical characteristics of aneurysms, control arterial patency when isolating the aneurysm from the bloodstream, and use revascularizing methods whenever possible. In addition to that, a surgeon should be extremely careful during manipulations with perforating arteries of the brain stem and distal cranial nerves, because their damage result in a more difficult postoperative period.Conflict of interest. The authors declare no conflict of interest.Informed consent. All patients gave written informed consent to participate in the study and to the publication of their data.
Dissertations / Theses on the topic "Informe PISA 2009"
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Salinas, Peña Paula. "Essays on Education Decentralization." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/276164.
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Differences in the division of education responsibilities between tiers of government and in the degree of autonomy the latter have to take decisions and raise their own revenues could imply differences in the level of efficiency with which these responsibilities are carried out. The aim of this study is, therefore, to analyze the effects of decentralization on the efficiency of educational policy, by examining the way in which different decentralization structures can have differential effects and by exploring the channels via which decentralization can affect educational outcomes.
To achieve this, I first analyze the effects of a partial fiscal decentralization reform introduced in Spain at the beginning of the eighties, when educational responsibilities were devolved to regions that were not, however, granted any decision-making power for raising their own taxes. I believe that this study, reported in Chapter 2, makes a relevant contribution to the scarce empirical evidence gathered to date about the effects of decentralization on educational outcomes. First, this is the first study to analyze these effects in the context of a partial fiscal decentralization, which enables me to provide empirical evidence about one of the main points of debate in the fiscal federalism literature. Second, the way in which education policy has been decentralized in Spain, with a set of regions receiving educational powers at the beginning of the eighties and the remaining regions having to wait until the end of the nineties to receive the same powers, provides a unique benchmark against which to conduct a consistent identification of the effects of decentralization. Finally, I believe that the conclusions that can be drawn from this study are especially relevant at a time in which a process of recentralization of decision-making autonomy in the education sector in Spain is being undertaken.
Second, I analyze the effects of decentralization on educational outcomes under different decentralization structures. That is, I analyze whether different degrees of subnational government autonomy, both on the expenditure and revenue sides, have the expected differential effects. The analysis in Chapter 3 contrasts with analyses reported in previous studies, since it draws on cross-national evidence to analyse the way in which different structures of expenditure and revenue decentralization have a differential impact on the efficiency of public education policies, a question hitherto unaddressed in this branch of literature.
However, these studies tell us nothing about the process via which the educational outcomes might vary depending on whether a country operates a decentralized or a centralized system. In Chapter 4 I provide a number of insights into this question, by analyzing the role of teacher quality in a decentralization process, that is, how teacher quality might be affected by decentralization and the extent to which this effect explains the effects of decentralization on educational attainment.
The relationship between decentralization and teacher quality has received little attention in the literature and, to the best of my knowledge, the study in chapter 4 is the first attempt to empirically analyze it. In addition to the empirical analysis, an effort has been made in Chapter 4 to summarize the arguments that underpin the relationship between decentralization and teacher quality. Finally, this is also the first study that seeks to analyze the process via which decentralization might affect educational attainment. The methodology used in this study to address this question, which decomposes the total effect of decentralization into a direct effect and an indirect effect via teacher quality has not been applied before in the economics of education empirical literature, which has always tended to focus on the estimation of reduced-form equations of educational attainment. Here, however, I estimate a structural model in which teacher quality variables are also considered endogenous variables.
The three studies reveal that the effects of decentralization on the outcomes of the educational system are positive and, in line with theoretical prescriptions, that these effects depend on the autonomy of subnational governments and on the level of government awarded educational competences. Additionally, an important share of the overall effect of decentralization on educational outcomes is mediated through its effects on teacher quality.
Books on the topic "Informe PISA 2009"
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Informe PISA 2009: Estudiantes en Internet. OECD, 2012. http://dx.doi.org/10.1787/9788468012001-es.
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Informe PISA 2009: Aprendiendo a aprender. OECD, 2012. http://dx.doi.org/10.1787/9789264177529-es.
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Informe PISA 2009: Tendencias de aprendizaje. OECD, 2012. http://dx.doi.org/10.1787/9789264177543-es.
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Informe PISA 2009: Superación del entorno social. OECD, 2012. http://dx.doi.org/10.1787/9789264177512-es.
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Informe PISA 2009: Lo que los estudiantes saben y pueden hacer. OECD, 2012. http://dx.doi.org/10.1787/9789264174900-es.
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Informe PISA 2009: ¿Qué hace que un centro escolar tenga éxito ? OECD, 2012. http://dx.doi.org/10.1787/9789264177536-es.
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Co-O, Organisation For Economic. INFORME PISA 2009 ESTUDIANTES EN INTERNET TECNOLOGIAS Y RENDIMIENTO DIGITALES VOLUMEN VI SANTILLANA GOBIERNO DE ESPAÑA. Santillana Educación, S.L., 2011.
Find full textBook chapters on the topic "Informe PISA 2009"
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Jakubowski, Maciej. "Poland: Polish Education Reforms and Evidence from International Assessments." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_7.
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AbstractOver the last two decades, the Polish education system has been reformed several times, with the comprehensive structural reform in 1999, curriculum and evaluation reform in 2007, and early education reform introduced gradually until 2014. Student outcomes, as documented by PISA, but also other international assessments, largely improved over the last 20 years. Poland moved from below the OECD average to a group of top-performing countries in Europe. This chapter describes the reforms and research on their effects. It also discusses how it was possible to find political support for the reversal of changes that seemed to be highly successful. It provides three lessons from the Polish experience. First, the evidence should be widely disseminated among all stakeholders to sustain reforms. Second, the sole reliance on international studies is not sufficient. Additional investment into secondary analyses and national studies is necessary to develop evidence for better-informed political discussions. Third, some positive changes are more difficult to reverse. In Poland, increased school autonomy, but also external examinations, broader access to preschool and higher education, are among the changes that the new government could not alter.
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Hopkins, Claudia, and Iain Boyd Whyte. "Tadeusz Kantor, “Abstract Art is Dead, Long Live Abstract Art: On Art Informel,” translated from Polish by Joanna Wolańska, originally published as “Abstrakcja umarła, niech żyje abstrakcja: O sztuce informel,”, Życie Literackie, supplement to Plastyka, no. 50, 1957, 6; reprinted in Krzysztof Pleśniarowicz (ed.) Tadeusz Kantor. Pisma, 1934–1974 (Krakow: Cricoteka, Centre for Documentation of the Art of Tadeusz Kantor, 2004–2005), 167–169." In Hot Art, Cold War – Southern and Eastern European Writing on American Art 1945–1990. Routledge, 2020. http://dx.doi.org/10.4324/9781003009979-128103.
Full textConference papers on the topic "Informe PISA 2009"
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Fong, Jeffrey T., N. Alan Heckert, James J. Filliben, and Steven R. Doctor. "Three Approaches to Quantification of NDE Uncertainty and a Detailed Exposition of the Expert Panel Approach Using the Sheffield Elicitation Framework." In ASME 2018 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/pvp2018-84771.
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The ASME Boiler & Pressure Vessel Code Section XI Committee is currently developing a new Division 2 nuclear code entitled the “Reliability and Integrity Management (RIM) program,” with which one is able to arrive at a risk-informed, NDE-based engineering maintenance decision by estimating and managing all uncertainties for the entire life cycle including design, material selection, degradation processes, operation and non-destructive examination (NDE). This paper focuses on the uncertainty of the NDE methods employed for preservice and inservice inspections due to a large number of factors such as the NDE equipment type and age, the operator’s level and years of experience, the angle of probe, the flaw type, etc. In this paper, we describe three approaches with which uncertainty in NDE-risk-informed decision making can be quantified: (1) A regression model approach in analyzing round-robin experimental data such as the 1981–82 Piping Inspection Round Robin (PIRR), the 1986 Mini-Round Robin (MRR) on intergranular stress corrosion cracking (IGSCC) detection and sizing, and the 1989–90 international Programme for the Inspection of Steel Components III-Austenitic Steel Testing (PISC-AST). (2) A statistical design of experiments approach. (3) An expert knowledge elicitation approach. Based on a 2003 Pacific Northwest National Laboratory (PNNL) report by Heasler and Doctor (NUREG/CR-6795), we observe that the first approach utilized round robin studies that gave NDE uncertainty information on the state of the art of the NDE technology employed from the early 1980s to the early 1990s. This approach is very time-consuming and expensive to implement. The second approach is based on a design-of-experiments (DEX) of eight field inspection exercises for finding the length of a subsurface crack in a pressure vessel head using ultrasonic testing (UT), where five factors (operator’s service experience, UT machine age, cable length, probe angle, and plastic shim thickness), were chosen to quantify the sizing uncertainty of the UT method. The DEX approach is also time-consuming and costly, but has the advantage that it can be tailored to a specific defect-detection and defect-sizing problem. The third approach using an expert panel is the most efficient and least costly approach. Using the crack length results of the second approach, we introduce in this paper how the expert panel approach can be implemented with the application of a software package named the Sheffield Elicitation Framework (SHELF). The crack length estimation with uncertainty results of the three approaches are compared and discussed. Significance and limitations of the three uncertainty quantification approaches to risk assessment of NDE-based engineering decisions are presented and discussed.
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Drake, J. Andrew, Mark L. Hereth, Daniel B. Martin, Terry D. Boss, and Jeryl Mohn. "Integrity Management Continuous Improvement." In 2012 9th International Pipeline Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ipc2012-90406.
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At the end of 2010, recognizing that the baseline period for the integrity management of high consequence areas (HCAs) along natural gas transmission pipelines in the United States was nearly complete, INGAA members decided to reflect on the accomplishments of the first eight years and define where the overall integrity of systems could be improved. High profile incidents such as the one on the PG&E system in California heightened the need for such an analysis. There was a conscious decision to define a future path as the industry had done on many other occasions, and not simply wait for legislation and regulation. A Board level task force was formed to provide guidance and oversight and a technical steering team was constituted under the direction of Andy Drake of Spectra Energy. The technical steering team met for two months and defined a set of guiding principles and nine initiatives and assembled working groups to address each area. This paper will report at a high level on the completion of work and the integration of efforts. The first initiative is directed at improving the transparency by periodically and formally sharing measures of performance, and actively promoting the guidance developed by the Pipelines and Informed Planning Alliance (PIPA). A second initiative is directed at defining a path to extend integrity management principles beyond HCAs. A third initiative has been undertaken to examine how we can improve the tools applied in managing threats to integrity and analysis of data derived from the tools to address uncertainty. The PG&E incident showed us the need to define a process for evaluating records for pre-regulation pipe and managing pre-regulation pipe. While the role of hydrostatic testing is clear, the investment that has been made in making systems piggable has created the opportunity for a fourth initiative to define requirements for historical records and how in-line inspection can play a role in managing pre-regulation pipe. The focus of improving tools and evaluation techniques surfaced a need to intensify our efforts in research, development and commercialization. A fifth initiative has been undertaken to develop a road map for research, development and commercialization. In developing the guiding principles we studied other industries that have worked to define ways of improving safety performance, especially those where the cost of failure is unacceptable in the public eye. These included commercial aviation, medical, chemical and petroleum refining and nuclear. It has become clear that a focus on safety culture and ultimately application of a management system is a means of improving safety performance, and a sixth initiative has been undertaken to address the role of safety culture and more broadly management systems. A seventh initiative has been undertaken to examine ways to improve emergency response effectiveness including the use of automated valves, integrated mitigation plans and enhanced public awareness. There were a series of projects undertaken in 2009 and 2010 as an eighth initiative conducted under the auspices of the INGAA Foundation directed at improving material procurement and construction. Recognizing challenges in storage field operations and the criticality of storage in maintaining gas supply, a ninth initiative has been undertaken to clarify regulatory oversight of storage facilities.