MARPOL is an international convention adopted by IMO for the prevention of marine pollution. Marpol and its annexes are included in this ppt. Happy reading
MARPOL is an international convention adopted by IMO for the prevention of marine pollution. Marpol and its annexes are included in this ppt. Happy reading
Oil and Liquefied Gas Tanker Operations is a comprehensive separately bookable course designed to provide participants with a technical perspective of shipping operations. The 4 day course will cover technical designs and features of tankers, operational execution based on charterparty terms, port, cargo and ballasting operations, tank cleaning, safety assessment and procedures, all broken down and discussed in detail. In addition, tanker owners, managers, operators and charterers will learn how to best minimize any operational claims and disputes due to accidents either out at sea or berthing at ports.
Final Report (TCP/RLA/0069)
Development of Standards for the Construction and Inspection of Fishing Vessels
Final Report TCP/RLA/0069 http://www.slideshare.net/safetyforfishermen/final-report-of-project-57610513
Annex I http://www.slideshare.net/safetyforfishermen/annex-i-57610511
Annex II http://www.slideshare.net/safetyforfishermen/annex-ii-57610508
Annex III http://www.slideshare.net/safetyforfishermen/annex-iii
Annex IV http://www.slideshare.net/safetyforfishermen/annex-iv-57610500
Annex V http://www.slideshare.net/safetyforfishermen/annex-v-57610497
Annex VI http://www.slideshare.net/safetyforfishermen/annex-vi-57610495
Schedule 1 http://www.slideshare.net/safetyforfishermen/schedule-1-57610492
Schedule 2 http://www.slideshare.net/safetyforfishermen/schedule-2-57610486
Schedule 3 http://www.slideshare.net/safetyforfishermen/schedule-3-57610481
Schedule 4 http://www.slideshare.net/safetyforfishermen/schedule-4-57610477
Schedule 5 http://www.slideshare.net/safetyforfishermen/schedule-5-57610474
Schedule 6 http://www.slideshare.net/safetyforfishermen/schedule-6-57610470
Schedule 7 http://www.slideshare.net/safetyforfishermen/schedule-7-57610465
Schedule 8 http://www.slideshare.net/safetyforfishermen/schedule-8-57610456
Schedule 9 http://www.slideshare.net/safetyforfishermen/schedule-9-57610450
Schedule 10 http://www.slideshare.net/safetyforfishermen/schedule-10-57610439
Schedule 11 http://www.slideshare.net/safetyforfishermen/schedule-11-57610431
Annex VII http://www.slideshare.net/safetyforfishermen/annex-vii-57610416
Annex VIII http://www.slideshare.net/safetyforfishermen/annex-viii-57610410
Annex IX http://www.slideshare.net/safetyforfishermen/annex-ix-57610400
Annex X http://www.slideshare.net/safetyforfishermen/annex-x-57610393
Annex XI http://www.slideshare.net/safetyforfishermen/annex-xi-57610383
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. LATIN AMERICAN PANEL
LIMA, PERU
SEPTEMBER 13-14, 2010
REVISION
OF THE STCW
CONVENTION
JOE ANGELO
DEPUTY MANAGING DIRECTOR
2. STCW CONVENTION
INTERNATIONAL CONVENTION FOR
STANDARDS OF TRAINING,
CERTIFICATION AND WATCHKEEPING
FOR SEAFARERS (STCW)
- International requirements for training and certifying
seafarers and watchkeeping standards
- First developed and adopted in 1978
- Underwent major revision in 1995 (addition of
STCW Code)
- Second major revision initiated in 2006
- Adopted in June 2010 (Manila Amendments)
3. STCW CONVENTION
MAJOR ELEMENTS OF STCW
• Articles – contain Administrative requirements
• Regulations – contain general regulatory
requirements
• STCW Code – contains two elements
- Part A – mandatory detailed requirements
which supplement the Regulations
- Part B – non-mandatory recommendations
which provide guidance on the Regulations
and/or Part A of the Code
4. MAJOR BENEFITS OF REVISION
• Certificates of Competency and endorsements to be
issued only by Administration - thereby reducing the
possibility of fraudulent practices associated with issue
of certificates of competency.
• Common medical standards for seafarers - seafarers
from one country can serve on board ships of another
country without undergoing another medical exam.
• Revalidation requirements rationalized for the benefit
of the seafarer.
• Training in modern technology introduced i.e. ECDIS
for deck officers.
• Engineer training updated to include emerging and
modern engineering concepts.
5. MAJOR BENEFITS OF REVISION
• Training and certification requirements for electro-
technical officer introduced.
• Training and certification requirements for Able
seafarer deck and engine included in the Convention.
Thereby having all training requirements set out in one
international instrument.
• Updated competency standards for personnel serving
on board different types of tankers introduced.
• Training guidance for personnel serving on board ships
operating in polar waters.
• Training guidance for personnel operating Dynamic
Positioning Systems.
6. MAJOR BENEFITS OF REVISION
• New training requirements for marine environment
awareness and training in leadership and teamwork.
• Safety and security training requirements separated
to avoid confusion.
• Training guidance for seafarers relating to action to
be taken when sailing in piracy infested waters.
• Introduction of modern training methodology i.e.
distance learning and web based learning.
• Hours of rest harmonized with the requirements of
ILO Maritime Labor Convention (2006) with a view to
reducing fatigue.
• Requirements introduced to avoid alcohol and
substance abuse.
7. MAIN ISSUES
Chapter I – General Provisions
• Regulation I/2 – Only Administrations to issue
certificates of competency and maintain electronic
database to assist in the verification of authenticity
and validity of certificates of competency
• Regulation I/3 – near coastal voyage requirements
made more clear, including principals governing such
voyages and entering “into an undertaking” with the
Parties concerned (flag and coastal states) specifying
the details of both involved trading areas and other
relevant conditions
• Regulation I/6 – Guidance on e-learning
8. MAIN ISSUES
Chapter I – General Provisions
• Regulation I/9 – Medical standards updated, but
controversial Table on “Assessment of minimum
entry level and in-service physical abilities for
seafarers” was not made mandatory
- 2 year - medical certificate; 1 year – medical
certificate for persons under 18 yrs of age
- Mandatory eye-sight standards
- Standards for the assessment of physical abilities
- Flexibility on the application of standards – issuance
of waivers
- Procedures for appeals
9. MAIN ISSUES
Chapter I – General Provisions
• Regulation I/11 – revalidation requirements
made more rational and includes revalidation
requirements for tanker endorsements
- Revalidation may be established with 3 mos. of
service in the preceding 6 mos.
- Continued professional competence for tankers
through service or by completing approve training
• Regulation I/14 – companies responsible for
refresher training of seafarers on their ships
- Requirement to ensure that seafarers receive
refresher and updating training
- Requirement for effective communication on board
10. MAIN ISSUES
Chapter I – General Provisions
• Regulation I/15 – Transitional arrangements -
five years from date of entry into force
- Entry into force – January 2012
- Will vary depending on the date the person entered
the training institution or started service
- January 1, 2017 – Transitional date for existing
mariners who commenced training/sea service prior
to July 1, 2013.
- January 1, 2017 – Revalidate/renew certificates for
existing mariners
11. DECK DEPARTMENT
Chapter II – Master and deck department
• Replacement of training in Decca and Loran with
generic requirements for electronic position fixing
• Celestial navigation
• Electronic Chart Display and Information System
(ECDIS) training
• Leadership and managerial skills
• Marine environment awareness
• Bridge resource management training
• New regulation II/5 – Able Seafarer (deck)
12. ENGINE DEPARTMENT
Chapter III – Engine department
• Competence tables for engineers updated to meet
emerging and contemporary technologies
• Leadership and managerial skills
• Engine room resource management
• Marine environment awareness
• New regulation III/5 – Able Seafarer (engine)
• Training for electro-technical officers and able
seafarer (electro-technical)
• Use of simulator training to assess boiler
competence for ratings
14. SPECIAL TRAINING
Chapter V – Special training requirements
for personnel on certain types of ships
• Competency requirements for personnel serving on
board different types of tankers
• Comprehensive requirements for training for personnel
serving on board different types of passenger ships
• Guidance on training of masters and officers for ships
operating in polar waters
• Guidance regarding training and qualification of masters
and officers in charge of a navigational watch on board
offshore supply vessels
• Guidance on training and experience for personnel
operating Dynamic Positioning systems
15. TANKERS
CHAPTER V - Requirements for tankers
• Mariners shall hold a certificate of proficiency in
accordance with their responsibilities on board the
tankers
• Mariners must meet the appropriate standards of
competence in Section A-V/1
• Requirements based on tanker types
- Oil,
- Chemical, and
- Liquefied gas
16. TANKERS
CHAPTER V - Requirements for tankers
General requirements - Two types of training
• Basic training - Officers and ratings assigned specific
duties and responsibilities related to cargo or cargo
equipment on tankers
• Advanced training - Masters, chief engineer officers,
chief mates, second engineer officers and any person
with immediate responsibility for loading, discharging,
care in transit, handling of cargo, tank cleaning or other
cargo-related operations
17. TANKERS
CHAPTER V - Requirements for tankers
Basic training - Oil and chemical tankers
• At least three months of approved seagoing
service on oil or chemical tankers; or
• An approved basic training for oil or chemical
tanker cargo operations.
18. TANKERS
CHAPTER V - Requirements for tankers
• Advance training – Oil tankers
- At least three months of approved seagoing service
on oil tankers, or
- At least one month of approved onboard training on
oil tankers, in a supernumerary capacity, which
includes at least three loading and three unloading
operations
• Advance training – Chemical tankers
- At least three months of approved seagoing service
on chemical tankers, or
- At least one month of approved onboard training on
chemical tankers, in a supernumerary capacity, which
includes at least three loading and three unloading
operations
19. TANKERS
CHAPTER V - Requirements for tankers
• Basic training – Liquefied gas tankers
- At least three months of approved seagoing service
on liquefied gas tankers; or
- An approved basic training for liquefied gas tanker
cargo operations
• Advance training – Liquefied gas tankers
- At least three months of approved seagoing service
on liquefied gas tankers, or
- At least one month of approved onboard training on
liquefied gas tankers, in a supernumerary capacity,
which includes at least three loading and three
unloading operations
20. TANKERS
CHAPTER V - Requirements for tankers
Standards of competency under Section A-V/1
• Ability to safely perform and monitor all cargo operations
• Familiarity with physical and chemical properties of oil
cargoes
• Take precautions to prevent hazards
• Apply occupational health and safety precautions
• Respond to emergencies
• Take precautions to prevent pollution of the environment
• Monitor and control compliance with legislative
requirements
21. MAIN ISSUES
Chapter VI – Emergency, occupational safety,
security, medical care and survival functions
• Proof of continued professional competence every five
years
- Assessment of competence “ASHORE” for areas that
cannot be trained on board, i.e. Advanced firefighting
rescue boats, etc.
- In service experience, drills and on/board training for
other areas
• Security related training are kept separate from those
related to safety training
• Piracy awareness training included
• Requirements for demonstrating continued competence
in basic safety training including Environmental pollution
and Fatigue awareness
23. HOURS OF REST
CHAPTER VIII – Watchkeeping
Section A-VIII-1 Fitness for duty
• Rest periods of not less than 10 hours in any 24
hour period and 77 hours in any seven day period
• No more than two rest periods, one of which must
be at least six hours; and
• Intervals of no more than 14 hours between rest
periods
• Exceptions in cases of emergency and overriding
operational conditions, i.e. safety of ship, giving
assistance to others in distress
24. HOURS OF REST
Administrations may allow exceptions
provided
• Reduction in minimum rest hours to 70 in a seven
day period, but for a maximum of two weeks and a
gap of twice the period of exception before there is
any further exception
• Increase in rest periods from two to three - one of at
least 6 hours and the others no less than one hour
• Interval between rest periods no more than 14 hours
• Only applicable for two days in any seven day period
25. DRUG AND ALCOHOL
CHAPTER VIII – Watchkeeping
Section A-VIII-1 Fitness for duty
• Each Administration shall establish, for the purpose of
preventing alcohol abuse:
- a limit of not greater than 0.05% blood alcohol level
(BAC) or 0.25 mg/liter alcohol in the breath; or
- a quantity of alcohol leading to such alcohol
concentration
for masters, officers and other seafarers while
performing designated safety, security and marine
environmental duties.
• Drug and alcohol abuse prevention should take into
account the guidance contained in the ILO publication
Drug and Alcohol Prevention Programmes in the
Maritime Industry
27. CONFERENCE RESOLUTIONS
• Development of guidelines to implement
international standards of medical fitness for
seafarers
• Attracting new entrants and retaining seafarers for
the maritime profession
• Promotion of the participation of women in the
maritime industry
• Accommodation for trainees
• Verification of certificates of competency and
endorsements
• Standards of training and certification and ships’
manning levels