ASME PCC-2, being a relatively new standard and fairly popular, has proved to be useful for repair of pressure equipment and piping. Many large companies have adopted these procedures and incorporated them in their company specifications. The intent behind this training program is to introduce this standard to all attendees and understand all the basic concepts and philosophy, as well as the various procedures for repair of pressure equipment and piping.
We also will discuss the limitations, advantages, and disadvantages of the procedures mentioned in the standard. The correlation of this PCC-2 standard with other in-service codes and standards, such as: API 510 Pressure Vessel Inspection Code. In-Service Inspection, Rating, Repair, and Alteration; API 570 Piping Inspection Code. Inspection, Repair, Alteration, and Rerating of In-service Piping Systems; API 579-1 Fitness-For-Service; API 579-2 Fitness-For-Service. Example Problem Manual. It will help all engineers to collectively troubleshoot and resolve problems/ issues at site related to temporary/ permanent repairs of equipment and piping.
- To comprehend the damage and in-service degradation experienced by Piping and Pressure vessels
- To learn stepwise methodology for assessing flaws and defects developed during the service
- To learn method of selecting between "3R" options (Run, Repair and Replace)
- Assess future remaining life
- Address the repair of key components when repair is necessary on the basis of right inspection and defect assessment
- Decision making with regards to permanent or temporary repairs
- How to choose the right repair plan
- Executing repairs without causing any damage to equipment
- To examine and test repaired requirements
- Repair report and documentation
- Apply NDT and testing procedures for repaired equipment and piping
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Training can take place in 4 formats:
- Blended learning
- Instructor-led online (webinar)
- Instructor-led offline (classroom)
Description of training formats:
- Self-paced learning or e-Learning means you can learn in your own time and control the amount of material to consume. There is no need to complete the assignments and take the courses at the same time as other learners.
- Blended learning or "hybrid learning" means you can combine Self-paced learning or e-Learning with traditional instructor-led classroom or webinar activities. This approach requires physical presence of both teacher and student in physical or virtual (webinars) classrooms or workshops. Webinar is a seminar or presentation that takes place on the internet, allowing participants in different locations to see and hear the presenter, ask questions, and sometimes answer polls.
- Instructor-led training, or ILT, means that the learning can be delivered in a lecture or classroom format, as an interactive workshop, as a demonstration under the supervision and control of qualified trainer or instructor with the opportunity for learners to practice, or even virtually, using video-conferencing tools.
When forming groups of students, special attention is paid to important criteria - the same level of knowledge and interests among all students of the course, in order to maintain stable group dynamics during training.
Group dynamics is the development of a group in time, which is caused by the interaction of participants with each other and external influence on the group. In other words, these are the stages that the training group goes through in the process of communicating with the coach and among themselves.
The optimal group size for different types of training:
- Self-paced / E-learning: 1
- Instructor-led off-line (classroom): 6 – 12
- Instructor-led on-line (webinar): 6 – 12
- Blended learning: 6 – 12
- Workshop: 6 – 12
- On-the-job: 2 – 4
- Simulator: 1 – 2
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Conducting classes is based on the fact that the teacher demonstrates text, drawings, graphics, presentations on an interactive board, while the content appears in the student's electronic notebook. A specially designed digital notepad and pen are used to create and edit text and images that can be redirected to any surface via a projector.
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Real-life training uses the principles of game organization, which allows future professionals to rehearse and hone their skills in a virtual emergency. Learning as a game provides an opportunity to establish a connection between the learning activity and real life.
The technology provides the following learning opportunities:
- Focused on the needs of the user
- Instant feedback
- Independent decision making and choice of actions
- Better assimilation and memorization of the material
- Adaptive pace of learning tailored to the individual needs of the student
- Better transfer of skills learned in a learning situation to real conditions
Basic principles of training:
- A gradual increase in the level of difficulty in the game;
- Using a simplified version of a problem situation;
- Action in a variable gaming environment;
- The right choice is made through experimentation.
The main advantages of Game Based Learning technology:
- Low degree of physical risk and liability
- Motivation to learn while receiving positive emotions from the process;
- Practice - mirroring the real situation
- Timely feedback
- Choice of different playing roles
- Learning in collaboration
- Developing your own behavior strategy
Conducting practical classes online using remote access technologies for presentations, multimedia solutions and virtual reality:
- Laboratory workshops that simulate the operation of expensive bench equipment in real production
- Virtual experiment, which is visually indistinguishable from a remote real experiment performed
- Virtual instruments, which are an exact copy of real instruments
- Mathematical modeling to clarify the physical characteristics, chemical content of the investigated object or phenomenon.