Degree: Passed successfully the certificate in "2nd Marine Engineer” in (Jan.2015).
University: AAST (Arab Academy for Science and Technology
- Carry out servicing in accordance with the planned maintenance system and manufacturer’s technical manuals.
- Assist with the maintenance of tug technical supplies.
- Ensure completion and the correct reporting of planned maintenance tasks within his area of expertise.
- Maintain in good repair tug machinery spaces and compartments.
- Carry out such other duties as directed by the Chief Engineer.
- Carry out watch keeping duties as required.
- To manage and co-ordinate all maintenance and repair work including related administration duties
- To manage, supervise and execute leadership, transfer knowledge, train and motivate the GP Ratings as appropriate.
- To actively participate in Safety Meetings;
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
To be proficient at sea we need to have a combination of underpinning knowledge, relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training, it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been successfully used in classrooms and in simulator-based training both in formative and in summative situations at the EMAS Academy.
Degree: Passed successfully the certificate in "2nd Marine Engineer” in (Jan.2015).
University: AAST (Arab Academy for Science and Technology
- Carry out servicing in accordance with the planned maintenance system and manufacturer’s technical manuals.
- Assist with the maintenance of tug technical supplies.
- Ensure completion and the correct reporting of planned maintenance tasks within his area of expertise.
- Maintain in good repair tug machinery spaces and compartments.
- Carry out such other duties as directed by the Chief Engineer.
- Carry out watch keeping duties as required.
- To manage and co-ordinate all maintenance and repair work including related administration duties
- To manage, supervise and execute leadership, transfer knowledge, train and motivate the GP Ratings as appropriate.
- To actively participate in Safety Meetings;
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
To be proficient at sea we need to have a combination of underpinning knowledge, relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training, it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been successfully used in classrooms and in simulator-based training both in formative and in summative situations at the EMAS Academy.
Presented at the 12th Annual GlobalMET Conference "Maritme Education & Training: Closing the Gap between What is Needed and What is Provided". ABSTRACT: To be proficient at sea we need to have a combination of underpinning knowledge,
relevant technical skills and the necessary soft skills, which make us good shipboard
team players capable of managing tasks in a safe manner. During maritime training,
it is important to assess these three areas to establish the proficiency gaps relating
to the learning objectives/ goals. These identified deficiencies could subsequently
guide and encourage us in more effective ways to tweak our learning artifacts to
fill in these gaps. This paper presents some of the tools, which have been
successfully used in classrooms and in simulator-based training both in formative
and in summative situations at the EMAS Academy.
> Soft-skills & their Assessment on Simulators
> Developing Specific Behavioural Markers
> Use of Behavioural Markers in a Bridge Resource Management Course
Embarking on collaborative action research, a Training of Trainers’ Course is being developed at the Malaysian
Maritime Academy. Although the framework for the course is based on the IMO Model Course 6.09 (Training
Course for Instructors – 2001), some changes are being made to update the content. Changes would reflect the
present‐day teaching and learning practices in the MET institutes, which have undergone substantial overhaul
during the last decade. The paper describes the process of this collaborative semester‐long work undertaken
by a group of academic staff at the academy. The work is based on the cyclic Kemmis model of action research
and constitutes weekly classroom activities, where some of the participants also take turn to act as facilitators.
The course framework is thus reviewed through a community‐based reflective practice in a process of
democratic enquiry. The objective of the project is to develop the course specification and the methodology of
the course delivery. There are suggestions for inclusion of theories of learning, ICT in teacher education and
replacement of instructionist approaches with opprtunities for constructionist practices in teaching and
learning. The emerging proposed skeletal framework will be included in the paper.
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.
While the essential knowledge domain for ship-operation is large and growing rapidly, and the available time for the proper training of maritime professionals is perhaps shrinking to meet the growing industry demand, it is becoming more & more essential to ensure proper capture and management of this important knowledge-base. Poor management of this knowledge area may not only result in gaps in training but breaches of safety in critical shipboard procedures and perhaps further aggravated by the attrition of trained shipboard personnel as they move to work ashore. In the paper, the authors will address these issues and describe a possible dynamic digital knowledge-capture strategy, and the development of an incrementally growing maritime digital knowledge repository, which could not only alleviate some of these problems but lead to an overall improvement in ship safety and operations. The authors will also share the methodology, presently being planned at the Malaysian Maritime Academy (MMA), and which is likely to lead to avenues of collaborative work between MMA, academia (UTM) and shipping companies.
Competency-based education is receiving a lot of attention as we focus on the requirement for competency standards to meet the workplace requirements. In the Singapore Maritime Academy of the Singapore Polytechnic, there is considerable international pressure to implement a competency-based programme (STCW ‘78 & its Amendments in ‘95) to prepare the shipboard workforce for the competitive global economy. The paper attempts to analyse this competency or outcome-based approach in adult education with some cautionary notes on its ways of implementation, particularly, when such practices are focused on a narrow range of competencies as the course content. Additionally, it is pointed out that competency- based approach has little to offer on how learning happens and so, the paper argues that learning is best conceived as a process and not in terms of outcomes and to make this process effective an experiential approach is suggested. Learning is also seen as a process of knowledge creation through transformation of experience in both subjective and objective forms. Hence, the stress of our educational practices should be on the process of adaptation and learning and not solely on content or outcome.
The presentation describes the development of a CmapTools-based knowledge model, which includes learning content, formative assessment, knowledge creation and capture, summative assessment, feedback and general course administration for a maritime course titled “Steam Certificate of Competency for LNG Carriers”. A knowledge-based system was created in the CmapTools Views, which served as an information repository for this course. In Views we created folders of (1) Core Knowledgebase, (2) Steam COC Course and (3) Cohort Assessment sections. Over a nearly 3-year period, this repository has become a large data source for this course. Using Novakian concept maps, accessing through this digital information repository and exploring various concepts with embedded details (texts, graphics, movie clips etc) have been made relatively simple. In the case study, these maps were developed by the learners themselves with the guidance of the course facilitator. Once a topic sub-folder is populated with digital files of texts, graphics, etc from the available literature, the learners, who were paired for collaborative work, were asked to develop these concept maps. The developed knowledgebase was split in to two sections: (1) object-based, which is classificatory and (2) event-based, which is explanatory. The object-based section covered the knowledge from the existing literature, while the event-based section covered the proficiency or the skill aspects of the knowledgebase and created learning organizers. A learning organizer provides support while running the steam propulsion simulator, which forms the main instrument for gaining proficiency in operating the steam propulsion machinery of an LNG carrier. There is also plan for dynamic knowledge capture using student assignments, when the learners are sent for industrial attachment at sea after completion of the course. The paper also describes the class infrastructure used to develop concepts map and for social validation of the new knowledge, generated by the learners.
The presentation shares the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea.
The paper related the work undertaken at the Singapore Maritime Academy to run an IT-infused Certificate of Competency course for Steam Propulsion. Instead of traditional lectures, the learners were encouraged to move towards self-directed learning, knowledge creation, self-evaluation of competence and contribute to the growth of a core knowledgebase in steam engineering through collaboration and sharing among the participants. The experiments conducted with CmapTools software suite provided knowledge visualization and access points to the core KBS. According to Novak and Cañas (2008), knowledge creation by individuals facilitates the process of learning for the learners. A system of shipboard procedural knowledge capture was introduced, which is expected to have a significant impact on keeping the content knowledge updated and incrementally enhance the core KBS at SMA. It is claimed that such course structures might provide some answers to the gap in competency between knowledge and proficiency acquired at MET institutions and the real requirement at sea.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
1. Training of Trainers@ Malaysian Maritime Academy 1st Cohort: Ms.Kavita; Ms.Azlina; Mr.Khalid B Othman; Mr.ImanFikri; Mr. Abu Md Yassin; Mr.RamlanBachik; Capt.Premanathan; Mr. Sharizan; Mr. Om Prakash Sharma; Capt Cheng Kim Choon Facilitators: Capt. Mazlan, Mr. Lau; Mr. Chua; Kalyan Nov 2009 - Jun 2010 1 of 15 Training of Trainers Course - Based on IMO Model Course 6.09 Malaysian Maritime Academy Session - 06
2. Nov 2009 - Jun 2010 Malaysian Maritime Academy Teaching Methods Session - 06 …. The search for an effective teaching method is a perennial concern and goal for a responsible educator! 2 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
3. Lecture Method Nov 2009 - Jun 2010 Malaysian Maritime Academy Session - 06 …. first been employed by the Sophists who travelled throughout Greece speaking on various topics upon request!! 3 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
4. Nov 2009 - Jun 2010 Malaysian Maritime Academy Strengths of Lecture Method Session - 06 4 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
5. Nov 2009 - Jun 2010 Malaysian Maritime Academy Weakness of Lecture Method Session - 06 5 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
6. Weakness of Lecture Method Nov 2009 - Jun 2010 Malaysian Maritime Academy Session - 06 …. Mini-lectures + discussion/quiz! 6 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
7. Tutorial Method Nov 2009 - Jun 2010 Malaysian Maritime Academy Session - 06 …. In Oxford University 7 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
8. Tutorial Method Nov 2009 - Jun 2010 Malaysian Maritime Academy Session - 06 …. In Oxford University 8 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
9. Tutorial Method Nov 2009 - Jun 2010 Malaysian Maritime Academy Session - 06 …. The dilemma while tutoring! 9 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
10. Nov 2009 - Jun 2010 Malaysian Maritime Academy Discussion-based Learning Session - 06 …. owes its origin again to the Greek philosopher-educators, particularly Plato, who rebelled against the authoritarian type of lecturing system of the Sophists!! 10 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
11. Problem-based Learning Nov 2009 - Jun 2010 Malaysian Maritime Academy Session - 06 …. Real-world scenarios – used quite extensively in medical practice! 11 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
12. Nov 2009 - Jun 2010 Malaysian Maritime Academy Impact of ICT Session - 06 12 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
13. Nov 2009 - Jun 2010 Malaysian Maritime Academy Learning with Active Methods Session - 06 …. A constructivist model! 13 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
14. Nov 2009 - Jun 2010 Malaysian Maritime Academy Summarizing Session - 06 …. Teaching Methods! 14 of 15 Training of Trainers Course - Based on IMO Model Course 6.09
15. Five More Sessions onTeaching Methods Nov 2009 - Jun 2010 Malaysian Maritime Academy Session - 06 …. Coming soon! 15 of 15 Training of Trainers Course - Based on IMO Model Course 6.09