No description available.

Thesis (Masters Diploma (TPost-School Education))--Cape Technikon, Cape Town,1993 / The growing importance of the concept of learning by experience is highlighted through the credit given by American colleges for prior learning experience. However, it is not always possible to provide learners with the opportunity to gain experience where this involves equipment and tasks which are too costly in terms of time, expense, or risk of life and equipment. The accelelated development in technology has led to rapid changes in conditions and instrumentation in the cockpits of aircraft and on the bridges of ships. In maritime training, the burden of maintaining the contemporary relevance of simulation training has been born by the training institutions, who have had to face increased costs and the selection of suitable synthetic training devices (simulators) from a wide variety of equipment offered which ranges in sophistication from the relatively simple to the fully representational high.fidelity ship simulators. Decisions faced by training establishments revolve around the desirability of high. fidelity simulators, the effectiveness of less expensive part-task trainers, and whether the effectiveness of simulation justifies the financial layout and running costs of simulator equipment. These decisions would be influenced initially by the consideration of whether or not simulation is an effective teaching strategy in adult vocational training, and whether this strategy justifies the cost and effort which the application of simulation demands. It was therefore necessary to examine the potential of simulation in the light of historical success, and also the present status, utilisation and acceptance of simulation in the field of maritime training.

Att argumentera till sjöss med andra sjöfarare tillhör det normala och de flesta har fått höra att de inte agerat på ett sådant sätt som är förenligt med gott sjömanskap. Vad det innebär att förfara med gott sjömanskap är svårt att sätta ord på och kan ha sin förklaring i att begreppet saknar legal definition. Trots det, kan den som inte handlat med gott sjömanskap få fängelsestraff upp till två år om gärningen är grov. Gott sjömanskap har studerats ur det straffrättsliga perspektivet för att klargöra vad domstol anser är att agera med gott sjömanskap. Syftet var att belysa och precisera begreppet och studien genomfördes med en kvalitativ rättsdogmatisk metod där rättsfall, lagtext och propositioner analyserades. Resultatet visar att gott sjömanskap är ett sådant betanden som domstol inte bedömer som ett vårdslöst. Vad som är ett vårdslöst beteende har fastställts på ett antal punkter. / To argue at sea with other seafarers is normal and most people have been told that they did not act accordingly to good seamanship. What it means to proceed with good seamanship is difficult to put into words and it could be explained by the lack of a legal definition. Despite this, the one who proceeds without god seamanship risk a prison sentence for up to two years if the act is gross. Good seamanship has therefore been studied from criminal law perspective to clarify what court consider as good seamanship. The purpose was to illustrate and specify the term and the study was conducted using a qualitative legal-judicial method where legal cases, legal texts and propositions were analysed. The result illustrates that good seamanship is what court does not judge as an behaviour of carelessness. The carless behaviour has been determined in some areas.

Thesis (D.Tech.-Teacher Education)--Cape Technikon / The maritime industry in South Africa (RSA) is relatively small in comparison with its agricultural and mining industries. In its broadest sense it includes, but is not limited to. • cargo handling and stevedoring; • cargo logistics and administration; • vessel owning and operating with its related industries, such as ships' agents and surveyors and • an array of fishing industries. Maritime education and training in the RSA is fragmented and is offered by technikons (Higher Education and Training Band), technical colleges and training centres (Further Higher Education and Training Bands). Courses offered serve as preparation for Department of Education (National and Provincial) and Department of Transport, Chief Directorate: Shipping (SADoT) examinations. Aspiring officers find it increasingly difficult to complete their experiential training owing to vessel owners flagging-out (registering South African vessels under flags of convenience, e.g. Panama, in a bid to save on operating costs). This implies that cheaper foreign crews may be recruited resulting in an increased deficiency of skilled manpower. The fishing quota system is being revised by the all-inclusive Fisheries Policy Development Committee (FPDC) appointed by the Minister of Environmental Affairs and Tourism. This implies that learners from the previously disadvantaged maritime communities (mainly unskilled) will imminently be allowed access to marine resources. The heterogeneous composition of the class groups, with particular reference to • academic qualification, • age distribution, • categories of fishing industries served, • employer, • mother tongue and • sea-service, exacerbated by the inadequate fixed time constraints of course durations, grossly violates the didactic principle of individualisation. For this reason, a didactically accountable instruction-learning programme for aspirant navigating officers in the fishing industry was formulated in an attempt to remedy current shortcomings in the Maritime Education and Training Development (METD) process. The outcomes based instructional design encompassed the models utilized by Fraser et al (1994: 102) and Tanner & Tanner (1995: 239) because it is vocationally directed and can accommodate the diversity of the adult target group of adult learners. The history and development of, as well as courses offered by, Maritime Education and Training Providers (METP's) in the Western Cape Province, i.e. • Cape Technikon's Department of Maritime Studies, • industry in-house training establishments, • Training Centre for Seamen and • Wingfield Technical College was outlined. An analysis of similar courses offered by METP's abroad, such as • Australian Maritime College, • Canadian Fisheries and Marine Institute of the Memorial University of Newfoundland, • Danish Maritime Authority, • Manukau Polytechnic, New Zealand Maritime School, • National Taiwan Ocean University of the Republic of China on Taiwan and • the Republic of Namibia was made. An empirical investigation by means of questionnaires to vessel-owners and employee representatives in the South African fishing industry were executed in order to establish their training needs and expectations. From the data collated, an outcomes-based Navigating Officer Limited: Fishing (Vessels less than 24 metres) instruction-learning programme was formulated in National Qualifications Framework (NQF) format.

This thesis is concerned with the selection and early career education of executive branch officers in the Royal Navy c1902-1939. The thesis attempts to place naval selection and educational policy in context by demonstrating how it was affected by changing naval requirements, external political interference and contemporary educational reform. It also explores the impact of the First World War and the Invergordon mutiny upon officer education. The thesis discusses the selection of potential executive officers, exploring what methods were used, why they were used and how they were developed over time. It discusses the increasing openness of the officer corps of the Royal Navy to boys of talent, irrespective of their background; and shows that this trend was driven by political demand, fuelled by the increasing number of well educated lower middle class boys, and welcomed by many in the Royal Navy. The thesis demonstrates that the Fisher-Selborne Scheme of officer education combined existing naval practice with recent educational developments to produce a unique and innovatory educational system. It shows how many of the assumptions on which the scheme was founded were subsequently proven to be wrong, and demonstrates its gradual dismantling through the inter-war years. The thesis considers the development of the Special Entry scheme, initially in response to a shortage of junior officers but later as a means of broadening entry to the officer corps. It contrasts the fortunes of the two schemes in the inter-war period, in which the educational side of the Special Entry scheme was largely unaltered. Overall the thesis seeks to place the development of the Royal Navy’s systems for the selection and early career education of executive officers in context by exploring how and why they were developed and their response to the changing fortunes and shape of the Royal Navy.

The Phoenicians were known as artisans, merchants, and seafarers by the 10th century B.C.E. They exchanged raw and finished goods with people in many cultural spheres of the ancient world and accumulated wealth in the process. A major factor that aided their success was the establishment of colonies along the Mediterranean and eastern Atlantic coasts. These colonies, established by the eighth century B.C.E., supplied valuable raw materials to the major Phoenician cities in the Levant, while also providing additional markets abroad. Excavations at a myriad of these colonial sites have recovered materials that can be used to identify connections between the colonies, the Levantine cities, and non-Phoenician cultures across the ancient world. By establishing these connections the system of maritime exchange can be better understood and modeled as the Phoenician Trade Network. This network involved both direct and indirect exchange of raw and finished products, people, as well as political and cultural ideas. The colonies were involved in various activities including ceramics production, metallurgy, trade, and agriculture. Native peoples they interacted with provided valuable goods, especially metals, which were sent east to supply the Near Eastern Markets. The Phoenician Trade Network was a system of interconnected, moderately independent population centers which all participated in the advancement of Phoenician mercantilism and wealth. Ultimately, the network collapsed in the sixth century B.C.E. allowing other powers such as the Romans, Carthaginians, and Greeks to replace them as the dominant merchants of the Mediterranean.

Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The phrases were spoken in English by native speakers of Japanese, Russian, Chinese, and English. The participants provided verbatim responses followed by their assessment of the speakers' intelligibility and accent. Results indicated that participant position on board the vessel had a statistically significant effect on the intelligibility rating of the phrase heard and the overall understandability assessed of the speaker's accent. Moreover, participants reported that the phrases were deck commands. For deck officers who participated in the study, the phrases were easy to understand, for engineers, they were more difficult. These findings suggest that within the field of Maritime English, further specification of English training is warranted and necessary to provide all mariners with authentic language relevant to their jobs. Initial Maritime English instruction at Maritime Education and Training (MET) institutions must include reading, writing, listening, and speaking which includes the spectrum of scenarios which all cadets may find themselves. Follow-on English classes for mariners beyond the academies or maritime universities must necessarily be situated in the context of the mariner and be flexible enough to adjust to the needs of the mariners. Finally, assessment of the mariner's Maritime English language abilities must also strive to test authentic use of the language as indicated by the position.