Comprehensive Review of STCW Chapter 4 7 8 -2 2010

2023-2024学年江西省赣州市赣州市部分学校联考高二上学期11月期中英语试题If you are seeking to unlock the secrets to success, here are four books that offer invaluable wisdom and practical advice to help you along your path.The 7 Habits of Highly Effective PeopleStephen R. Covey’s timeless classic outlines seven foundational principles for personal and professional success. From proactive (积极主动的) decision-making to effective leadership and interpersonal skills, this book stresses the importance of matching personal values with actions. It serves as a powerful guide to achieving long-term success and building meaningful relationships.Outliers: The Story of SuccessIn the book, Malcolm Gladwell explores the factors that contribute to exceptional success. Through insightful case studies, Gladwell challenges traditional thoughts of talent and hard work, stressing the importance of opportunities, cultural backgrounds, and deliberate practice. This thought-provoking book encourages readers to rethink their approaches to success and shows the importance of making use of unique circumstances.Mindset: The New Psychology of SuccessIn the book, Carol S. Dweck explores the power of mindset and its effect on personal growth and achievement. By distinguishing between a “fixed mindset” and a “growth mindset”, Dweck highlights how accepting challenges, maintaining resilience, and cultivating a love for learning can lead to remarkable success. This book provides valuable insights for transforming obstacles (障碍) into opportunities for growth.PrinciplesRay Dalio’s Principles is a transformative guidebook packed with valuable insights. Drawing on his extensive experience in investment management, Dalio shares practical wisdom for success. The book offers actionable principles for decision-making, problem-solving, and personal growth. By applying these principles, readers can deal with challenges, seize opportunities, and make a meaningful impact.1. Which factors contributing to success does the second book stress?A．Talent and hard work. B．Creative thinking and teamwork.C．Chances and cultural backgrounds. D．Adventurous action and confidence.2. Whose book highlights the impact of mentality on individual development?A．Stephen R. Covey’s.B．Malcolm Gladwell’s.C．Carol S. Dweck’s.D．Ray Dalio’s.3. What is the text?A．A piece of news of new authors. B．A recommendation on books.C．A paper on the secrets to success. D．A text on successfully writing books.In 1999, Rebecca Constantino began doing a study at schools across Los Angeles. She had just completed a PhD in Language, Literacy and Learning, and she was analyzing children’s access to books in wealthy and low income communities.One day, she saw something that stopped her in her tracks. “I was at a school in a wealthy community, and they were getting rid of almost brand-new books because they didn’t have room in the library,” said Constantino. She put the books in her car and drove them to a school in an underserved community.Shocked by the difference she saw in public school libraries, Constantino became determined to bridge th e gap. “School libraries are not funded well, and sometimes not funded at all,” said Constantino. “If you’re a child in an underserved community, you’re left with boring, outdated, and uninteresting books.”The word about Constantino’s work was spread, and books began piling up. Today, her nonprofit organization, Access Books, has provided more than 1.5 million books to public- school and community libraries across California. The group has also redecorated close to 350 libraries in public schools and homeless shelters.Constantino recruits (招募) volunteers who work alongside the community to create a warm, vibrant (充满生机的) and welcoming library space. Students and their families, as well as school staff and teachers, come together to join in. “We’re working together. It’s not a gift; it’s a partnership. It really builds a sense of community,”said Constantino.In addition to book donations and refurbishing (再装修) libraries, the group offers author visits with schools and holds an annual writers conference for kids. Constantino said, “If we provide high-interest books and a beautiful library space, they do come and they do read. We found that in the schools that we serve, the number of books borrowed increases significantly after our coming. So we know that kids are really interested in the books that we give. My goal is that kids can always have a friend in a book and they can always turn to a book to find comfort and to learn something.”4. Why did Constantino do the study in 1999?A．To prepare for a PhD.B．To reduce the waste of books.C．To donate more books to poor communities.D．To figure out kids’ ways of gaining reading books.5. How did Constantino bridge the gap?A．By obtaining donated books.B．By raising money on the street.C．By founding a profitable organization.D．By getting support from the local government.6. Which can best describe Constantino’s work?A．Ambitious. B．Controversial. C．Depressing. D．Successful.7. What impact does the nonprofit organization have on kids in poor communities?A．They are more willing to read books.B．They can turn to writers on campus.C．They donate their own books to school libraries.D．They think the books on the shelf difficult to read.Finding low-cost sustainable building materials is important for the environment and in providing access to affordable housing. Researchers have created a composite (复合的) building material by replacing sand in building materials with a common, non-degradable (不可降解的) waste product: used disposable diapers (一次性尿布).Driven b y a desire to solve Indonesia’s significant population growth and demand for low-cost housing, researchers looked for a way of maintaining the benefits of building materials but making it more environmentally friendly and cheaper to produce. Building material samples containing different proportions (比例) of disposable diaper waste were tested. Then the researchers calculated the maximum amount of sand that could be replaced with diaper waste, finding that up to 8% of the sand could be replaced to safely construct a house with 36 square meters. 10% of the sand could be replaced in a three-story house and 27% in a single- story house. In terms of the materials used to create partition walls (隔断墙), the researchers said they could replace up to 40% of sand.“Th is research has concluded that adding used diapers to building materials does not significantly weaken its strength, ” the team stated. “It proves using diapers to create composite materials is feasible, particularly concerning the development of environmentally friendly and cost-effective materials. ”Indonesia is ranked sixth globally for disposable diaper usage. Many used diapers are thrown away in the country’s rivers and waterways, causing pollution. In 2019, the total waste in Indonesia was 29. 21 million tons. This figure rose to 32. 76 million tons in 2020.However, the researchers know the current limitations of using waste diapers as a construction material. For one thing, it would require engagement with waste treatment facilities to collect used diapers from households and deal with them. Secondly, machines that cut up the used diapers would be needed on a large scale.Nonetheless, the research highlights the potential for using non-degradable waste, addressing sustainability issues and providing low-cost housing.8. Which is an advantage of replacing sand with used disposable diapers?A．Lowering carbon footprint. B．Speeding up the construction of housing.C．Increasing the weight of building materials. D．Improving the quality of building materials.9. What does the underlined word “feasible” in paragraph 3 refer to?A．Enormous. B．Conservative. C．Practical. D．Urgent.10. What is the author’s purpose of writing paragraph 4?A．To introduce a topic. B．To attract the readers.C．To draw a conclusion. D．To provide background information.11. What can be the best title for the text?A．Building Materials Are in Great DemandB．Indonesia’s Awareness of Environmental ProtectionC．A Further Study on Materials of Disposable DiapersD．Waste Disposable Diapers Lay the Foundation for Future HomesWhen scientists talk about recent extinctions, birds and mammals (哺乳动物) get most of the attention. But the first global analysis of its kind finds it is twice as many plants that have disappeared as birds, mammals, and amphibians (两栖动物) combined.Researchers reviewed published research, international databases, and museum specimens such as grasses from Madagascar, finding that 571 plants species have gone extinct in the past 250 years. One reason why the total is higher than that of the well-studied animals is that there are simply more species of plants. Looking at percentages, the situation is worse for mammals and birds. An estimated 5% of those species have gone extinct, compared with 0.2% of plants.The loss includes the Chile sandalwood tree in the South Pacific, which was cut down for its fragrant (芳香的) wood. It was last seen on Robinson Crusoe Island in 1908. The extinction rates among plants have been highest for trees and shrubs on islands, which often have species that occur nowhere else, and in regions with rich diversity, especially the tropics and in Mediterranean climates.Just a few years later, the world lost the banded Trinity (Thismia americana), a leafless plant that grew entirely underground except for its flowers. Most species of this kind of plant grow in rainforests, but this plant was first described in 1912 in a sandy wetland in Chicago, Illinois, and was wiped out by development.According to the team’s report in Nature Ecol ogy & Evolution, the total of 571 extinct plant species is four times higher than the official listing kept by the International Union for Conservation of Nature. Even so, it is probably still an underestimate (低估), as less is known about the status of plants in Africa and South America than on other continents. Many of these species may disappear, too. A major review of the status of global biodiversity recently estimated that more than a million species, including 14% of plant and animal diversity, are threatened with extinction.12. What caused the extinction of the Chile sandalwood tree?A．Climate change. B．The market demand.C．Environmental pollution. D．The decline of the habitat.13. What do we know about the banded trinity?A．It flowered without bearing seeds.B．It disappeared during the 19th century.C．It was a flowering plant without leaves.D．It was a rare plant growing underground.14. What can we infer about the plant species from the text?A．Their current situation is more worrying.B．About one plant species dies out every year.C．More plant species will keep alive in the reserve.D．They would be replaced by other new species soon.15. In which section of the newspaper can we find the text?A．Sports. B．Nature. C．Entertainment. D．Figures.Words of SupportWhen your friends have doubts about their work or think their latest idea is second-rate, you’ve probably felt unsure about just how to support. But being there for people you love can be a positive experience for both sides. 16 Read on for tips on how to show your support.Be positive. One way to offer support is to remind your friends of any previous occasions when they doubted themselves or their writing but their English teacher thought it was great and gave them a top mark. If they’re still worried, you could highlight what you like in the work. Be as specific as you can about these areas. 17Be supportive. The golden rule is to be supportive and to help people grow and develop. 18 This provides the person with something c oncrete that they can change and means they’re less likely to feel they’re being unfairly criticised or that there’s nothing they can do to make things better.Be patient. 19 This can help them feel valued. If someone hasn’t requested your opinions but t hey seem unsure of what they’ve done and you’re familiar with the subject, you could ask if they’d be OK to hear your thoughts.20 Part of being supportive and honest is appreciating when people treat you with the same respect and learning from what they know and the words of encouragement they share with you.Life can throw us something difficult, but, every now and then, a ray of sunshine breaks through the clouds.There’s an elderly lady in Boston who has her own heartwarming_______. She is Marilyn. She happened to meet her own kind people during her _______ trip to the nearby supermarket on Saturdays.Marilyn, who always had her husband by her side during previous _______ to the supermarket, gathered the strength to head to the supermarket in Auburndale after the loss of her _______.She felt lucky that all was going well. However, at the checkout, she was _______ by the news that her credit card was _______. As it turned out, her card had been _______ a couple of days earlier because it was in her late husband’s name.Marilyn was in a mix of shock and _______ as she stood at the register. A gentleman behind her, without he sitation, _______ to pay the bill. It wasn’t a small grocery bill!Marilyn, with a deep sense of gratitude, ________ his help and hoped to pay him back. But all he said was, “No. Just wish me a happy life.” Marilyn didn’t want to ________though.Her family turned to social media, eager to find the mystery man. Marilyn ________ her viewpoints, saying, “Even if he doesn’t want to come forward, I’m hoping that he’ll know that I’m ________ grateful.” And to keep the kindness rolling, she promised to help fello w ________whenever she could.Stories like these ________ us of the boundless warmth and compassion humans are capable of. 21.A．experience B．approach C．announcement D．report22.A．remote B．regular C．slow D．exciting23.A．trips B．adventures C．discoveries D．celebrations24.A．daughter B．father C．husband D．sister25.A．convinced B．dominated C．advised D．hit26.A．refused B．shamed C．observed D．ruined27.A．complained B．canceled C．appreciated D．blamed28.A．anger B．disappointment C．embarrassment D．delight29.A．pretended B．offered C．learned D．regretted30.A．affected B．performed C．caused D．accepted31.A．sit back B．get around C．wipe out D．give up32.A．matched B．voiced C．changed D．positioned33.A．purely B．instantly C．incredibly D．originally34.A．sellers B．composers C．sculptors D．shoppers35.A．remind B．cure C．cheat D．clear阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

审查制度英文作文Here is an essay on the topic of "Review System" with over 1000 words, written in English without any additional title or superfluous punctuation marks.The concept of a review system is a crucial component of various industries and organizations. It serves as a mechanism to assess the performance, quality, and effectiveness of products, services, or processes. The review system provides valuable feedback, identifies areas for improvement, and ensures that standards are maintained. In this essay, we will explore the significance of review systems, their implementation, and the benefits they offer.One of the primary purposes of a review system is to evaluate the quality and performance of a particular entity. Whether it's a product, service, or even an individual's work, a well-structured review system can provide a comprehensive assessment. This assessment can include factors such as functionality, durability, customer satisfaction, and adherence to established guidelines or regulations. By conducting regular reviews, organizations can identify strengths, weaknesses, and areas that require attention, enabling them to make informed decisions and implement necessary changes.Another important aspect of review systems is their role in fostering continuous improvement. Through the feedback and insights gained from the review process, organizations can identify opportunities for enhancement and implement corrective measures. This iterative approach allows for the refinement of products, services, or processes, ensuring that they remain relevant, efficient, and meet the evolving needs of the target audience. By embracing a culture of continuous improvement, organizations can stay ahead of the competition and maintain a competitive edge in the market.Review systems also play a crucial role in ensuring compliance with relevant laws, regulations, and industry standards. In many sectors, such as healthcare, finance, or aviation, there are strict guidelines and regulations that must be adhered to. A robust review system helps organizations verify that their operations, procedures, and practices align with these requirements. This not only mitigates the risk of legal or regulatory infractions but also enhances the credibility and trustworthiness of the organization in the eyes of stakeholders, customers, and regulatory bodies.Effective implementation of a review system requires a well-defined framework and clear criteria for evaluation. This framework should outline the specific metrics, benchmarks, and performance indicators that will be used to assess the entity under review. Additionally, thereview process should involve a diverse range of stakeholders, including subject matter experts, end-users, and independent assessors, to ensure a comprehensive and unbiased evaluation. By incorporating multiple perspectives, the review system can capture a holistic understanding of the strengths, weaknesses, and areas for improvement.One of the key benefits of a robust review system is its ability to drive accountability and responsibility within an organization. By establishing clear performance expectations and regularly evaluating progress, individuals and teams are held accountable for their actions and the outcomes they produce. This accountability fosters a culture of ownership, where employees are motivated to take ownership of their work and strive for excellence. Furthermore, the review system can serve as a tool for identifying and recognizing high-performing individuals, which can positively impact employee morale, retention, and career development.Review systems also play a crucial role in the decision-making process. The insights and data gathered through the review process can inform strategic decisions, resource allocation, and the prioritization of initiatives. By basing decisions on factual evidence and objective assessments, organizations can make more informed choices that align with their overall goals and objectives. This data-driven approach helps to minimize the risk of subjective or biaseddecision-making, leading to more effective and sustainable outcomes.In addition to the internal benefits, review systems can also have a significant impact on external stakeholders, such as customers, partners, and regulatory bodies. By demonstrating a commitment to quality, transparency, and continuous improvement, organizations can build trust, enhance their reputation, and differentiate themselves from competitors. Customers, in particular, are increasingly seeking out products and services that have undergone rigorous review and quality assurance processes, as it provides them with a sense of confidence and assurance in the value they are receiving.However, it is important to note that the implementation of a review system is not without its challenges. Resistance to change, resource constraints, and the complexity of the review process itself can all present obstacles to the successful adoption and integration of a review system. Organizations must be willing to invest time, resources, and effort into developing and maintaining a robust review framework, as well as fostering a culture that embraces the value of continuous improvement.In conclusion, the review system is a critical component of organizational success. By providing a structured and objectiveassessment of performance, quality, and compliance, review systems enable organizations to identify areas for improvement, drive continuous enhancement, and make informed decisions. The benefits of a well-designed review system extend beyond the internal operations, as they can also enhance external stakeholder trust and differentiate an organization in the marketplace. As the business landscape continues to evolve, the importance of effective review systems will only continue to grow, making it a crucial element in the pursuit of excellence and sustainable success.。

船舶安全管理英文版课程设计1. Background and PurposeMaritime transportation is an essential component of the global economy, with more than 80% of global trade by volume transported by sea. However, maritime transportation also poses significant safety and environmental risks. To address these risks, the International Maritime Organization (IMO) has established a comprehensive regulatory framework for maritime safety, security, and environmental protection. This framework includes the International Convention for the Safety of Lifeat Sea (SOLAS), the International Convention on Standards of Trning, Certification, and Watchkeeping for Seafarers (STCW), and the International Convention for the Prevention of Pollution from Ships (MARPOL).As a result, maritime professionals need to have a solid understanding of the principles and practices of maritime safety management. This course is designed to provide students with a comprehensive understanding of ship safety management. The course includes both theoretical and practical aspects of ship safety management and provides students with the knowledge and skills necessary to manage safety risks effectively.2. Course Content2.1 Overview of Ship Safety Management•Introduction to the regulatory framework for maritime safety•The roles and responsibilities of the shipowner, master, and crew in ship safety management•The importance of a safety culture on board a ship•Components of a safety management system2.2 Risk Management•Risk assessment: identification of potential hazards•Risk analysis: evaluation of the likelihood and consequences of hazards•Risk control: selection and implementation of control measures2.3 Incident Investigation and Analysis•Incident reporting: importance of reporting incidents and near-misses•Incident investigation: identification of root causes and contributing factors•Corrective and preventive action: implementation of measures to prevent recurrence2.4 Emergency Preparedness and Response•Emergency plans: development, implementation, and testing of emergency plans•Emergency response: roles and responsibilities of the crew in emergency situations•Communication: importance of effective communication in emergency situations2.5 Safety Management System Implementation•Development and implementation of a safety management system on board a ship•Continuous improvement: monitoring and evaluation of a safety management system•Safety audits: importance of internal and external audits3. Learning OutcomesUpon completion of this course, students will be able to:•Understand the regulatory framework for maritime safety and the importance of ship safety management•Identify and evaluate risks on board a ship•Investigate incidents and near-misses and implement corrective and preventive measures•Develop and implement emergency plans and effectively respond to emergency situations•Develop and implement a safety management system on board a ship and continuously improve it4. AssessmentAssessment will be based on a combination of coursework and a final examination. Coursework will include written assignments, group discussion, and case studies. The final examination will test the students’ understanding of the course content.5. ConclusionThis course is designed to provide students with a comprehensive understanding of ship safety management. Upon completion of the course, students will have the knowledge and skills necessary to manage safety risks effectively and will be able to contribute to the development and implementation of safety management systems on board a ship.。

研究⽣涉海英语课后习题答案Unit4Unit 4 Climate V ariabilityText APart IUnderstanding and LearningBackground information1. Philosophical Transactions: the world's first science journal. In 1662, the newly formed “Royal Society of London for Improving Natural Knowledge” was grante d a charter to publish by King Charles II and on 6 March 1665, the first issue of Philosophical Transactions was published under the visionary editorship of Henry Oldenburg, who was also the Secretary of the Society. The first volumes of the world's first scientific journal were very different from today's journal, but in essence it served the same function，namely to inform the Fellows of the Society and other interested readers of the latest scientific discoveries. As such, Philosophical Transactions established the important principles of scientific priority and peer review, which have become the central foundations of scientific journals ever since. In 1886, the breadth and scope of scientific discovery had increased to such an extent that it became necessary to divide the journal into two, Philosophical TransactionsA and B, covering the physical sciences and the life sciences respectively.2. The Alfred Wegener Institute for Polar and Marine Research carries out research in the Arctic and Antarctic as well as in the high and mid latitude oceans.3. Tambora’s explosion: In 1815，Tambora in Indonesia exploded with the force of roughly 1, 000 megatons of TNT, the largest volcanic eruption in recorded history. Detailed Study of the TextI.Reality has a way of trumping art, and human-induced climate change isvery real indeed.(Para. 2)Meaning: The situation of climate change caused by human beings in reality is more critical than what is described in science fictions.trump:1. v. beat 胜过;压过The Socialists tried to trump this with their slogan.社会党党员设法⽤他们的⼝号把它压过去。

Model Course 1.19Proficiency inPersonal Survival Techniques First published in 1998 by theINTERNATIONAL MARITIME ORGANIZATION4 Albert Embankment，London SE1 7SRRevised edition，2000Printed in the United Kingdom by Ashford Press4 6 8 1 0 9 7 5ISBN-13：978-92-801-6119-9ACKNOWLEDGEMENTSIMO wishes to express its sincere appreciation to theNorwegian Maritime Directorate for its valuableassistance and co-operation．Copyright © International Maritime Organization 2000All rights reserved．No part of this publication maybe reproduced,stored in a retrieval system or transmitted in any formor by any means，electronic without priorpermission in writingfrom the International Maritime Organization．ForewordSince its inception the International Maritime Organization has recognized the importance of human resources to the development of the madtime industry and has given the highest priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels．IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administration，ports，shipping companies and maritime training institutes by establishing the World Maritime University in Malm O ，Sweden，in 1983．Following the earlier adoption of the International Convention on Standards of Training，Certification and Watchkeeping for Seafarers，1978，a number of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regaling new developments in maritime technology．IMO training advisers and consultants also subsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their effectiveness in meeting the requirements of the Convention and implementing the associated Conference and IMO Assembly resolutions．In addition，it was appreciated that a comprehensive set of short model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations，ports and shipping companies to improve their knowledge and skills in certain specialized fields．IMO has therefore developed the current series of model courses in response to these generally identified needs and with the generous assistance of Norway．These model courses may be used by any training institution and the Organization is prepared to assist developing countries in implementing any course when the requisite financing is available．W．A．O’NEILSecretary-GeneralCONTENTSPageForeword v Introduction1 Part A：Course Framework4 Part B：Course 0utline and Timetable7 Part C：Detailed Teaching Syllabus11 Part D：Instructor Manual23 Attachment：Guidance on the implementation of IMO model coursesIntroduction■Purpose of the model coursesThe purpose of the IMO model courses is to assist maritime training institutes and theirteaching staff in organizing and introducing new training courses，or in enhancing，updatingor supplementing existing training material where the quality and effectiveness of the trainingcourses may thereby be improved．It is not the intention of the model course programme to present instructors with a rigid“teaching package”which they are expected to"follow blindly"．Nor is it the intention tosubstitute audiovisual or“programmed”material for the instructor's presence．As in all training endeavours，the knowledge，skills and dedication of the instructor are the key components inthe transfer of knowledge and skills to those being trained through IMO model course material．Because educational systems and the cultural backgrounds of trainees in maritime subjectsvary considerably from country to country,the model course material has been designed toidentify the basic entry requirements and trainee target group for each course in universallyapplicable terms，and to specify cleady the technical content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related recommendations．■Use of the model courseTo use the model course the lnstructor should review the course plan and detailed syllabus，taking into account the information provided under the entry standards specified in the course framework．The actual level of knowledge and skills and prior technical education of thetrainees should be kept in mind during this review，and any areas within the detailed syllabuswhich may cause difficulties because of differences between the actual trainee entry level andthat assumed by the course designer should be identified．To compensate for suchdifferences，the instructor is expected to delete from the course，or reduce the emphasis on，items dealing with knowledge or skills already attained by the trainees．He should also identify any academic knowledge，skills or technical training which they may not have acquired．By analysing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed，the instructor can design an appropriate pre-entry course or，alternatively，insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course．Adjustment of the course objectives，scope and content may also be necessary if in your maritime industry the trainees completing the course are to undertake duties which differ from the course objectives specified in the model course．Within the course plan the course designers have indicated their assessment of the time which should be allotted to each learning area．However，it must be appreciated that these allocations are arbitrary and assume that the trainees have fully met all the entry requirements of the course．The instructor should therefore review these assessments and mayneed to reallocate the time required to achieve each specific learning objective．■Lesson plansHaving adjusted the course content to suit the trainee intake and any revision of the course objectives，the instructor should draw up lesson plans based on the detailed syllabus．The detailed syllabus contains specific references to the textbooks or teaching material proposedto be used in the course．An example of a lesson plan is shown in the Instructor manual on page 27．Where no adjustment has been found necessary in the learning objectives of the detailed syllabus，the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material．■PresentationThe presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied，by testing and evaluating the trainee's performance and achievements，that the trainee has attained each specific learning objective or training outcome．The syllabus is laid out in learning objective format and each objective specifies a required performance or，what the trainee must be able to do as the learning or training outcome．Taken as a whole，these objectives aim to meet the knowledge，understanding and proficiency specified in the appropriate tables of the STCW Code．■ImplementationFor the course to run smoothly and to be effective，considerable attention must be paid to the availability and use of：·properly qualified instructors·support staff·rooms and other spaces·equipment·textbooks，technical papers·other reference material．Thorough preparation is the key to successful implementation of the course．IMO has produced a booklet entitled“Guidance on the implementation of IMO model courses”．which deals with this aspect in greater detail．■Training and the STCW 1995 ConventionThe standards of competence that have to be met by seafarers are defined in Part A of the STCW Code in the Standards of Training，Certification and Watchkeeping for Seafarers Convention，as amended in 1995．This IMO model course has been revised and updated to cover the competences in STCW 1995．It sets out the education and training to achieve those standards set out in Chapter VI，Table A-VI／1-1 of the STCW Code．Part A provides the framework for the course with its aims and objectives and notes on the suggested teaching facilities and equipment．A list of useful teaching aids，IMO references and textbooks is also included．Part B provides an outline of lectures．demonstrations and exercises for the course．A suggested timetable is included，but from the teaching and learning point of view，it is more important that the tminee achieves the minjmum standard of competence defined in the STCW Code than that a strict timetable is followed．Depending on their expedence and ability，some students will naturally take longer to become proficient in some topics than in others．Also included in this section are guidance notes and additional explanations．A separate IMO model course addresses Assessment of Competence．This course explainsthe use of various methods for demonstrating competence and criteria for evaluating competence as tabulated in the STCW Code．Part C gives the Detailed Teaching Syllabus．This is based on the theoretical and practical knowledge specified in the STCW Code．It is written as a series of learning objectives，in other words what the trainee is expected to be able to do as a result of the teaching and training．Each of the objectives is expanded to define a required performance of knowledge，undemtanding and proficiency．IMO references，textbook references and suggested teaching aids are included to assist the teacher in designing lessons．The new training requirements for these competences are addressed in the appropriate partsof the detailed teaching syllabus．The Convention defines the minimum standards to be maintained in Part A of the STCW Code．Mandatory provisions conceming Training and Assessment are given in Section A-I/6of the STCW Code．These provisions cover：qualification of instructors；supervisors as assessors；in-service training；assessment of competence；and training and assessment within an institution．The corresponding Part B of the STCW Code contains non-mandatory guidance on training and assessment．The criteria for evaluating competence in Table A-VI/1-1 of the STCW Code are to be usedin the assessment of the competences listed in the table．As previously mentioned，a separate model course addresses Assessment of Competenceand use of the criteria for evaluating competence tabulated in the STCW Code．■Responsibilities of AdministrationsAdministrations should ensure that training courses delivered by colleges and academies aresuch as to ensure those completing training do meet the standards of competence．■ValidationThe information contained in this document has been validated by the Sub-Committee on Standards of Training and Watchkeeping for use by technical advisors，consultants andexperts for the training and certification of seafarers so that the minimum standards implemented may be as uniform as possible．Validation in the context of this document means that the Sub-Committee has found no grounds to object to its content．The Sub-Committeehas not granted its approval to the documents，as it considers that this work must not be regarded as an official interpretation of the Convention．In reaching a decision in this regard，the Sub-Committee was guided by the advice of a Validation Group comprised of representatives designated by ILO and IMO．Part A：Course Framework■AimsThis model course aims to meet the mandatory minimum requirements for seafarers for familiarization，basic safety training and instruction in accordance with Section A-VI/1 of STCW Code．■ObjectiveThis syllabus covers the requirements of the 1995 STCW Convention and Code Chapter VI，Section A-VI/1．On meeting the minimum standard of competence in personal survival techniques，a trainee will be able to survive at sea in the event of ship abandonment．The trainee will be able to：·don a lifejacket·don and use an immersion suit·safely jump from a height into the water·right an inverted liferaft while wearing a lifejacket·swim while wearing a lifejacket·keep afloat without a lifejacket·board a survival craft from ship and water while wearing a lifejacket·take initial actions on boarding survival craft to enhance chance of survival·stream a drogue or sea-anchor·operate survival craft equipment·operate location devices，including radio equipment．■Entry standardsThis course is principally intended as basic training for seafarers employed or engaged in any capacity on board ship as part of the ship's complement with designated safety duties in operation of the ship．There are no particular educational requirements．All trainees must be certified by a doctor to be in good health．■Course certificate or documentOn successful completion of the course and demonstration of competence，a document may be issued certifying that the holder has met the standard of competence specified in Table A-VI/1-1 Of STCW 1995．A certificate may be issued only by centres approved by the Administration．■Course intake limitationsThe maximum number of trainees attending each session will depend on the availability of instructors，equipment and facilities available for conducting the training．The number should not，at any time，exceed that which will allow sufficient opportunity for each trainee to have adequate practical instruction in procedures for the proper use of systems and equipment．■Staff requirementsThe instructor shall have appropriate training in instructional techniques and training methods (STCW Code，Section A-I／6，para 7)．■Training facilities and equipmentOrdinary classroom facilities and an overhead projector are required for the lecturers.In addition，a demonstration table measunng 3 m by 1 m would be an advantage.When making use of audiovisual material such as videos or slides，make sure the appropriate equipment is available.The practical lessons require access to water，i.e.a swimming pool，a lake or the sea.The following items of equipment are required：36 lifejackets5 inflatable lifejackets2 lifebuoys1 rigid liferaft2 twenty-person inflatable liferafts for wet drills1 SART operating on 9 GHz frequencySurvival suitsComplete set of liferaft equipmentComplete set of lifeboat equipment1 emergency position-indicating radio beacon(EPIRB)operating on 460 MHzShark repellentSafety/first-aid equipment cemprising- high—speed rescue boat1- powerful searchlights2- light-reflecting badges2- stretcher- first-aid kit- resuscitation kit with oxygen/suction unit.■Teaching aids(A)A1 lnstructor Manual(Part D of the course)A2 Videos：V1 SOLAS Chapter III Part 1-Prepanng for Abandonment(Code No.297.1) V2 SOLAS Chapter III Part 2-Abandonment by Lifeboat(Code No.297.2) V3 SOLAS Chapter III Part 3-Abandonment by Liferaft(Code No.297.3)V4 SOLAS Chapter III Part 4-Techniques of Survival(Code No.297.4)V5 SOLAS Chapter III Part 5-SOLAS Amendments(Code No.463)V6 Cold Water Casualty(Code No.527)V7 Man Overboard(Code No.644)Available from：VideoteI Madne Intemational Ltd84 Newman StreetLondon W1P 3LD，UKTel：+44(0)207 299 1800Fax：+44(0)207 299 1818 ——————————1 Include if drills are to take place in the sea2 Include if night drills are to be performedE-mail：mail@URL：■Bibliography(B)B1 Lee，E.C.B.and Lee，K.Safety and Survival at Sea.London：W.W.Norton,1980.(ISBN 0393 03242 6) out of print 1996B2 Baldridge，D.Shark Attack.London：Macdonald Futura Publications，1979.(ISBN 0 7088 1483 2) out of printSecondhand copies of out of print books may be available from the Warsash NauticalBookshop，6 Dibles Road，Warsash，Southampton,SO31 9HZ，UK.Tel：+44 1489 572384，Fax：+44 1489 885756，E—mail：Orders@ URL： ■IMO references(R)R1 The International Convention on Standards of Training.Certification and Watchkeeping for Seafarers，1995(STCW 1995)，1998 edition(IMO Sales No.938E)R2 International Convention for the Safety of Life at Sea，1974(SOLAS 1974)，as amended(IMO Sales No.110E)R3 Merchant Ship Search and Rescue Manual(MERSAR)(IMO Sales No.963E)R4 A Pocket Guide to Cold Water Survival (IMO Sales No.946E)R5 IMO Life Saving Appliances Code(LSA code)(IMO Sales No.982E)R6 LSA symbols-Poster(IMO Sales No：981 E)Details of distributors of IMO publications that maintain a permanent stock of all IMOpublications may be found on the IMO website at http：//■Textbooks (T)T1 BØ.Olav.Basic Safety Course：Sea Safety and Survival.Oslo：NorwegianUniversity Press，1987.(ISBN 82 00 432122).out of print 1999T2 Wright.C.H.Survival at Sea：The Lifeboat and Liferaft.Liverpool：The James Laver Printing Co.Ltd.，1986.(ISBN 0851 74 5407)■Safey routinesSafety precautions during drills are a major component of this course，and affect itsorganization.Trainees must be protected from danger at all times whilst the course is inprogress.Instructors and their assistants must strictly supervise the trainees，and act as their safetyguards.First-aid supplies，including a resuscitation kit，must be close at hand；shark repellentscan be purchased from Kelvin Hughes&Co.Ltd.，142 Minories，London，EC3N 1NH，UK.If drills are to take place in the sea.a rescue boat must be in attendance.Night drills must not be performed unless all trainees and instructors have been provided with lifejackets having retro-retiective material as specified in LSA Code 1.2.2.7 The practice areamust be illuminated by searchlights.Part B：Course Outline and Timetable■LecturesAs far as possible，lectures should be presented within a familiar context and should make useof practical examples．They should be well illustrated with diagrams，photographs and charts where appropriate，and be related to matter learned during seagoing time．An effective manner of presentation is to develop a technique of giving information and then reinforcing it．For example，first tell the trainees briefly what you are going to present to them；then cover the topic in detail；and，finally，summarize what you have told them．The use of an overhead projector and the distribution of copies of the transparencies as trainees' handouts contribute to the learning process．■Course OutlineThe tables that follow list the competencies and areas of knowledge，understanding and proficiency，together with the estimated total hours required for lectures and practical exercises．Teaching staff should note that timings are suggestions only and should beadapted to suit individual groups of trainees depending on their expenence，ability，equipment and staff available for training．Course OutlineNote：Teaching staff should note that outlines are suggestions only as regards sequence and length of time allocated to each objective．These factors may be adapted by lecturers to suit individual groups of trainees depending on their experience，ability,equipment and staff available for training．Course Timetable-ExampleNote：Teaching staff should note that outlines are suggestions only as regards sequence and length of time allocated to each objective．These factors may be adapted by lecturers to suit individual groups of trainees depending on their experience，ability，equipment and staff available for training．Part C：Detailed Teaching Syllabus■IntroductionThe detailed teaching syllabus has been written in learning objective format in which theobjective describes what the tminee must do to demonstrate that knowledge has beentransferred.All objectives are understood to be prefixed by the words，“The expected learning outcome isthat the trainee………………”In order to assist the instructor，references are shown against the learning objectives toindicate IMO references and publications，textbooks，additional technical material and teachingaids，which the instructor may wish to use when preparing course material.The material listedin the course framework has been used to structure the detailed teaching syllabus；inparticular，Teaching aids(indicated by A)，Bibliography(indicated by B)，IMO references(indicated by R)，andTextbooks(indicated by T)Audiovisuals(indicated by V)will provide valuable information to instructors.The abbreviations used are：Ch.chapterpa.paragraphPt.partReg. Regulation.The following are examples of the use of references：R2-Reg.III/42.1 refers to Chapter III Reg 42 paragraph 1,of the SOLAS Convention；“T1-Ch.10”refers to Chapter 10 of the Basic Safety Course：Sea Safety and Survival.■NoteThroughout the course，safe working practices are to be clearly defined and emphasized withreference to current international requirements and regulations.It is expected that the national institution implementing the course will insert references tonational requirements and regulations as necessary.Proficiency In Personal Survival Techniques IMO Textbooks，DetailedReference Bibliography TeachingSyllabusReferenceCompetence：Survive at sea in the event of shipabandonmentKnowledge，understanding and proficiency R1-Types of emergency situations which may occur,such as Sectioncollision，fire，foundering.A-VI/1Types of life-saving appliances normally carried on ships.Equipment in survival craft.Location of personal life-saving appliances.Principles concerning survival,including：.1 value of training and drills.2 personal protective clothing andequipment.3 need to be ready for any emergency.4 actions to be taken when called to survival craftstations.5 actions to be taken when required to abandon ship.6 actions to be taken when in the waterObjectives are：1 Don a lifejacket 6.22 Don and use an immersion suit 6.4，6.53 Safely jump from a height into the water 6.3，6.46.74 Right an inverted liferaft while wearing alifejacket5 Swim while wearing a lifejacket 6.26.66 Keep afloat without a lifejacket7 Board a survival craft from ship and while 6.7wearing a lifejacket8 Take initial actions on boarding survival craft to 6.7-7.1enhance chance of survival9 Stream a drogue or sea-anchor 6.77.210 Operate survival craft equipment11 Operate location devices，incIuding radio 8.1-8.4equipment ———————————————————————————————————————————Knowledge，understanding and proficiency IMO Textbooks，TeachingReference Bibliography Aid ———————————————————————————————————————————1 Introduction，safety and survival A1(0.75 hour)Required performance：1.1 Safety guidance.1 states the safety rules lay down by the chief instructor,which must be obeyed dunng the course(especiallydunng practical drills)Required performance：1.2 Principles of survival at sea R1-Table V1A-VI/1-1.1 states the pnnciples of survival at sea as：--initial on-board familiarization--regular training and drills--preparedness for any emergency--knowledge of actions to be taken-when called to survival crafts tations-when required to abandon ship-when required to jump in the water-when in the water-when aboarda survival craft--knowledge of the main dangers to survivorsRequired performance：R2-1.3 Definitions，survival craft and appliances Regs.III/3.1,3.5,3.6，3.7，.1 defines and distinguishes：3.8,3.11,--survival craft 3.14，3.19，--rescue boat 3.23,3.24--float-free launching--free-fall launching--immersion suit--inflatable appliance--thermal protective aid or anti-exposure suits--launching applianceRequired performance：1.4 SOLAS training manual R2-Reg.III/35.1 states that training specific to the ship is documented inthe ship's SOLAS Training ManualRequired performance：1.5 Safety symbols R6.1 identifies IMO safety symbols used on board ships ———————————————————————————————————————————Knowledge，understanding and proficiency IMO Textbooks，TeachingReference Bibliography Aid ———————————————————————————————————————————2 Emergency situations(1.5 hours) R1-Table T1-Ch.1，2 A1A-VI/1-1 T2-Pt.1Ch.1.2Required performance：2.1 Types of emergencies.1 lists emergencies leading to fires or the foundering ofships as：--collision--stranding--adverse reaction of dangerous goods or hazardousbulk materials--shifting of cargo--engine-room explosion or fire--hull failureRequired performance：2.2 Precautions.1 lists the precautions which are taken against suchemergenciesRequired performance：2.3 Fire provisions.1 describes generally the means provided to combat fireRequired performance：2.4 Foundering.1 describes generally the means provided in case offounderingRequired performance：2.5 Crew expertise.1 explains that the effectiveness of the life-savingequipment depends on the expertise of the crewRequired performance：2.6 Muster list and emergency signals T1-Ch.1,2 A1R1-Table T2-Pt.1A-VI/1-1 Ch.1,2.1 explains the need for：--muster list--emergency signals--emergency drills ———————————————————————————————————————————Knowledge，understanding and proficiency IMO Textbooks，TeachingReference Bibliography Aid ———————————————————————————————————————————Required performance：2.7 Crew and emergency instructions.1 states that as soon as possible after joining a ship，pemonnel must acquire knowledge of：--the meaning of emergency signals--instructions on the muster list and their duties--the location and use of life-saving equipment--the location and use of fire-fighting equipment--escape routes and equipment--emergencies involving the sinking of the ship--the means provided for survival on ship and survivalcraftRequired performance：2.8 Extra equipment and survival V1·1 lists extra equipment which is to be taken from the ship tothe survival craft if time permitsRequired performance：2.9 Abandoning ship-complications.1 explains the complications in abandoning ship caused by：--some of the survival craft not capable of beinglaunched--absence of lighting--absence of pemonnel assigned to certain duties3 Evacuation(0.75 hour) T2-Pt.1Ch.1 Required performance：3.1 Abandoning ship-last resort.1 states that the ship usually offers the best chance ofsurvival and that abandoning ship should only beundertaken if all other measures failRequired performance：3.2 Personal preparation for abandoning ship.1 explains how to prepare oneself for abandoning ship A1 Required performance：3.3 Need to prevent panic.1 explains the need to prevent panic ———————————————————————————————————————————Knowledge，understanding and proficiency IMO Textbooks，TeachingReference Bibliography Aid ———————————————————————————————————————————Required performance：3.4 Crew duties to passengers R2-RegIII/37.6.1 descdbes duties with respect to passengemRequired performance：3.5 Crew duties-launching survival craft.1 describes duties with respect to the launching of survivalcraftRequired performance：3.6 Master's orders to abandon ship.1 states that the order to abandon ship comes from themaster。

ch04国际经济学课后答案与习题（萨尔⽡多）*CHAPTER 4(Core Chapter)THE HECKSCHER-OHLIN AND OTHER TRADE THEORIESOUTLINE4.1 Introduction4.2 Factor Endowments and the Heckscher-Ohlin Theory4.3 The Formal Heckscher-Ohlin ModelCase Study 4-1 The Revealed Comparative Advantage of Various Countries and Regions4.4 Factor-Price Equalization and Income DistributionCase Study 4-2 Has International Trade Increased U.S. Wage Inequalities?4.5 Empirical Tests of the Heckscher-Ohlin Theory4.6 Economies of Scale and International TradeCase Study 4-3 The New International Economies of Scale4.7 Trade Based on Product DifferentiationCase Study 4-4 Growth of Intra-Industry Trade4.8 Technological Gap and Product Cycle ModelsCase Study 4-5: The United States as the Most Competitive Economy in the World4.9 Transportation Costs and International Trade4.10 Environmental Standards and International TradeAppendix The Specific-Factors Model and Intra-Industry Trade ModelsA4.1 The Specific-Factors ModelA4.2 A Model of Intra-Industry TradeKey TermsInternationalofscaleeconomies pricesRelativefactorproducts Heckscher–Ohlin (H–O) theory DifferentiatedtradeIntra-industryHeckscher–Ohlintheorem(H–O)Factor-proportions or factor-endowment theory Technological gap modelcyclemodelProductFactor–price equalization theoremcostsTransportationStolper-Samuelsontheoremmodel Nontraded goods and services Specific-factorsparadox Environmental standardsLeontiefMonopolisticcompetitionscalereturnsIncreasingtoLecture Guide1. This is one of the most important and difficult chapters in the book. It is also a long chapter andrequires four lectures to cover adequately.2. In the first lecture, I would cover sections 1-3. Section 3 is one of the most important sections inthe book because it presents the H-O model. I would proceed slowly and carefully in explaining Figure 4.1 and compare it to the standard trade model of Figure 3.4.3. In the second lecture, I would cover sections 4 and 5. Section 4 on the factor-price equalizationtheorem and income distribution is a difficult section. Case Study 4-2 should be of great interest to the students and give rise to a great deal of class discussion.4. In third lecture, I would cover sections sections 6-7, paying a great deal of attention to section 7on trade in differentiated products.5. In fourth lecture, I would cover the rest of the chapter.Answers to Review Questions and Problems1. a. The Heckscher–Ohlin (H-0) theorem postulates that a nation will export those commodi- ties whose production requires the intensive use of the nation’s relatively abundant and cheap factor and import the commodities whose production requires the intensive useof the nation’s relatively scarce and expensive factor. In short, the relatively labor-richnation exports relatively labor-intensive commodities and imports the relativelycapital-intensive commodities.b. Heckscher and Ohlin identify the relative difference in factor endowments amongnations as the basic determinant of comparative advantage and international trade.c. The H-O Theory represent an extension of the standard trade model because it explains the basis for comparative advantage (classical economists, such as Ricardo had assumed it) and examines the effect of international trade on factor prices and income distribution (which classical economists had left unanswered).2. See Figure 1 on the next page.3. a. The factor–price equalization theorem postulates that international trade will bring about the equalization of the returns to homogeneous or identical factors across nations.b. The Stopler-Samuelson theorem postulates that free international trade reduces the realincome of the nation’s relatively scarce factor and increases the real income of the nation’s relatively abundant factor.Fig 4.1Fig 4.2XXb. The specific-factors model postulates that the opening of trade (1) benefits the specific factorused in the production of the nation’s export commodity, (2) harms the specific factor used in the production of the nation’s import-competing industry, and (3) leads to an ambiguouseffect (i.e., it may benefit or harm) the mobile factor.c. Trade acts as a substitute for the international mobility of factors of production in itseffect on factor prices. With perfect mobility, labor would migrate from the low-wagenation to the high-wage nation until wages in the two nations are equalized. Similarly,capital would move from the low-interest to the high-interest nation until the rate ofinterest was equalized in the two nations.4. a. The Leontief paradox refers to the original Leontief’s finding that U.S. import substituteswere more K-intensive than U.S. exports. This was the opposite of what the H-O theorempostulated.b. The Leontief paradox was resolved by including human capital into the calculations andexcluding industries based on natural resources. Recent research using data on many sectors, for many countries, over many years, and considering that countries could specialize in aparticular subset or group of commodities that were best suited to their specific factorendowments, provides strong support for the H-O theorem.c. The Hecksher-Olhin theory remains the centerpiece of modern trade theory for explaininginternational trade today. To be sure, there are other forces (such as economies of scale,product differentiation, and technological differences across countries) that provide additional reasons and explanations for some international trade not explained by the basic H-O model.These other trade theories complement the basic H-O model in explaining the pattern ofinternational trade in the world today.5. International trade with developing economies, especially newly industrializing economies (NIEs), contributed in two ways to increased wage inequalities between skilled and unskilled workers in the United States during the past two decades. Directly, by reducing the demand for unskilledworkers as a result of increased U.S. imports of labor-intensive manufactures and, indirectly, byspeeding up the introduction of labor-saving innovations, which further reduced the U.S.demand for unskilled workers. International trade, however, was only a small cause of increased wage inequalities in the United States. The most important cause was technological change.6. a. Economies of scale refer to the production situation where output grows proportionatelymore than the increase in inputs or factors of production. For example, output may morethan double with a doubling of inputs.b. Even if two nations were identical in every respect, there is still a basis for mutually bene-ficial trade based on economies of scale. When each nation specializes in the production of one commodity, the combined total world output of both commodities will be greater thanthan without specialization when economies of scale are present. With trade, each nationthen shares in these gains.c. The new international economies of scale refers to the increase in productivity resultingfrom firms purchasing parts and components from nations where they are made cheaperand better, and by establishing production facilities abroad-26-7. a. Product differentiation refers to products that are similar, but not identical. Intra-industrytrade refers to trade in differentiated products, as opposed to inter-industry trade incompletely different products.b. Intra-industry trade arises in order to take advantage of important economies of scale inproduction. That is, with intra-industry trade each firm or plant in industrial countries canspecialize in the production of only one, or at most a few, varieties and styles of the sameproduct rather than many different varieties and styles of a product and achieve economies of scale.c. With few varieties and styles, more specialized and faster machinery can be developedfor a continuous operation and a longer production run. The nation then imports othervarieties and styles from other nations. Intra-industry trade benefits consumers because ofthe wider range of choices (i.e., the greater variety of differentiated products) available atthe lower prices made possible by economies of scale in production.8. a. According to the technological gap model, a firm exports a new product until imitators incountries take away its market. In the meantime, the innovating firm will have introduced a new product or process. b. The criticism of the technological gap model are that it does not explain the size of techno- logical gaps and does not explore the reason for technological gaps arising in the first place, or exactly how they are eliminated over time.c. The five stages of the product cycle model are: the introduction of the product, expansion of production for export, standardization and beginning of production abroad through imitation, foreign imitators underselling the nation in third markets, and foreigners underselling theinnovating firms in their home market as well.9. See Figure 2 on page 25.10. A nation with lower environmental standards can use the environment as a resource endow-ment or as a factor of production in attracting polluting firms from abroad and achieving acomparative advantage in the production of polluting goods and services. This can lead totrade disputes with nations with more stringent environmental standards.-27-Multiple-Choice Questions1. The H-O model extends the classical trade model by:a. explaining the basis for comparative advantageb. examining the effect of trade on factor prices*c. both a and bd. neither a nor b2. A nation is said to have a relative abundance of K if it has a:a. greater absolute amount of Kb. smaller absolute amount of Lc. higher L/K ratio*d. lower price of K in relation to the price of L3. A difference in relative commodity prices between nations can be based on a difference in:a. technologyb. factor endowmentsc. tastes*d. all of the above4. In the H-O model, international trade is based mostly on a difference in:a. technology*b. factor endowmentsc. economies of scaled. tastes5. According to the H-O theory, trade reduces international differences in:a. commodity pricesb. in factor prices*c. both commodity and factor pricesd. neither relative nor absolute factor prices6. According to the Stolper-Samuelson theorem, international trade leads toa. reduction in the real income of the nation’s relatively abundant factor*b. reduction in the real income of the nation’s relatively scarce factorc. increase in the real income of the nation’s relatively scarce factord. none of the above7. Which of the following is false with regard to the specific factors theorem, international trade *a. harms the immobile factors that are specific to the nation’s export commodities or sectorsb. harms the immobile factors that are specific to the nation’s import-competing commoditiesc. has an ambiguous effect on the nation’s mobile factorsd. may benefit or harm the nation’s mobile factors8. Perfect international mobility of factors of productiona. leads to a reduction in international differences in the returns to homogenous factorsb. acts as a substitute for international trade in its effects on factor pricesc. operates on the supply of factors in affecting factor prices*d. all of the above9. The Leontief paradox refers to the empirical finding that U.S.*a. import substitutes were more K-intensive than exportsb. exports were more L-intensive than importsc. exports were more K-intensive than import substitutesd. all of the above10. From empirical studies, we conclude that the H-O theory:a. must be rejectedb. must be accepted without reservations*c. can generally be acceptedd. explains all international trade11. International trade can be based on economies of scale even if both nations have identical:a. factor endowmentsb. tastesc. technology*d. all of the above12. A great deal of international trade:a. is intra-industry tradeb. involves differentiated productsc. is based on monopolistic competition*d. all of the above13. Intra-industry trade takes place:a. because products are homogeneous*b. in order to take advantage of economies of scalec. because perfect competition is the prevalent form of market organizationd. all of the above14. Which of the following statements is true with regard to the product-cycle theory?a. it depends on differences in technological changes over time among countriesb. it depends on the opening and the closing of technological gaps among countriesc. it postulates that industrial countries export more advanced products to lessadvanced countries*d. all of the above15. Transport costs:a. increase the price in the importing countryb. reduces the price in the exporting countryc. falls less heavily on the nation with the more elastic demand and supply curves of the traded commodity*d. all of the above-30-ADDITIONAL ESSAYS AND PROBLEMS FOR PART ONE1. Assume that both the United States and Germany produce beef and computer chips with the following costs: United States Germany(dollars) (marks)Unit cost of beef (B) 2 8Unit cost of computer chips (C) 1 2(a) What is the opportunity cost of beef (B) and computer chips (C) in each country?(b) In which commodity does the United States have a comparative cost advantage?What about Germany?(c) What is the range for mutually beneficial trade between the United States and Germanyfor each computer chip traded?(b) How much would the United States and Germany gain if 1 unit of beef is exchangedfor 3 chips?Answ. (a) In the United States:the opportunity cost of one unit of beef is 2 chips;the opportunity cost of one chip is 1/2 unit of beef.In Germany:the opportunity cost of one unit of beef is 4 chips;the opportunity cost of one chip is 1/4 unit of beef.(b) The United States has a comparative cost advantage in beef with respect to Germany,while Germany has a comparative cost advantage in computer chips.(c) The range for mutually beneficial trade between the United States and Germany foreach unit of beef that the United States exports is2C < 1B < 4C(d) Both the United States and Germany would gain 1 chip for each unit of beef traded.2. Given: (1) two nations (1 and 2) which have the same technology but different factor costs conditions, and (3) no transportation costs, tariffs, or other obstructions to trade.Prove geometrically that mutually advantageous trade between the two nations is possible.Note: Your answer should show the autarky (no-trade) and free-trade points of production and consumption for each nation, the gains from trade of each nation, and express the equilibrium condition that should prevail when trade stops expanding.) Ans.: See the figure below.Fig 4.3Fig 4.4Nations 1 and 2 have different production possibilities curves and different community indifference maps. With these, they will usually end up with different relative commodity prices in autarky, thus making mutually beneficial trade possible.In the figure, Nation 1 produces and consumes at point A and Px/Py=P A in autarky, while Nation 2 produces and consumes at point A' and Px/Py=P A'. Since P A < P A', Nation 1 has a comparative advantage in X and Nation 2 in Y. Specialization in production proceeds until point B in Nation 1 and point B' in Nation 2, at which P B =P B' and the quantity supplied for export of each commodity exactly equals the quantity demanded for import.Thus, Nation 1 starts at point A in production and consumption in autarky, moves to point B in production, and by exchanging BC of X for CE of Y reaches point E in consumption. E > A since it involves more of both X and Y and lies on a higher community indifference curve.Nation 2 starts at A' in production and consumption in autarky, moves to point B' in production, and by exchanging B'C' of Y for C'E' of X reaches point E'in consumption (which exceeds A').At Px/Py=P B =P B', Nation 1 wants to export BC of X for CE of Y, while Nation 2 wants to export B'C' (=CE) of Y for C'E' (=BC) of X. Thus, P B =P B' is the equilibrium relative commodity price because it clears both (the X and Y) markets.3. (a) Identify the conditions that may give rise to trade between two nations. (b) What aresome of the assumptions on which the Heckscher-Ohlin theory is based? (c) What does this theory say about the pattern of trade and effect of trade on factor prices?Ans. (a) Trade can be based on a difference in factor endowments, technology, or tastesbetween two nations. A difference either in factor endowments or technology results in a different production possibilities frontier for each nation, which, unlessneutralized by a difference in tastes, leads to a difference in relative commodity price and mutually beneficial trade. If two nations face increasing costs and have identical production possibilities frontiers but different tastes, there will also be a differencein relative commodity prices and the basis for mutually beneficial trade between the two nations. The difference in relative commodity prices is then translated into adifference in absolute commodity prices between the two nations, which is the immediate cause of trade.(b) The Heckscher-Ohlin theory (sometimes referred to as the modern theory – asopposed to the classical theory - of international trade) assumes that nations have the same tastes, use the same technology, face constant returns to scale (i.e., a givenpercentage increase in all inputs increases output by the same percentage) but differ widely in factor endowments. It also says that in the face of identical tastes or demand conditions, this difference in factor endowments will result in a difference in relative factor prices between nations, which in turn leads to a difference in relativecommodity prices and trade. Thus, in the Heckscher-Ohlin theory, the internationaldifference in supply conditions alone determines the pattern of trade. To be noted is that the two nations need not be identical in other respects in order for internationaltrade to be based primarily on the difference in their factor endowments.(c) The Heckscher-Ohlin theorem postulates that each nation will export the commodityintensive in its relatively abundant and cheap factor and import the commodityintensive in its relatively scarce and expensive factor. As an important corollary, itadds that under highly restrictive assumptions, trade will completely eliminate thepretrade relative and absolute differences in the price of homogeneous factors amongnations. Under less restrictive and more usual conditions, however, trade will reduce, but not eliminate, the pretrade differences in relative and absolute factor prices among nations. In any event, the Heckscher-Ohlin theory does say something very useful onhow trade affects factor prices and the distribution of income in each nation. Classical economists were practically silent on this point.4. Suppose that tastes change in Nation 1 (the L-abundant and L-cheap nation) so that consumers demand more of commodity X (the L-intensive commodity) and less of commodity Y (the K- intensive commodity). Suppose that Nation 1 is India, commodity X is textiles, and commodi- ty Y is food. Starting from the no-trade equilibrium position and using the Heckscher-Ohlinmodel, trace the effect of this change in tastes on India's (a) relative commodity prices anddemand for food and textiles, (b) production of both commodities and factor prices, and(c) comparative advantage and volume of trade. (d) Do you expect international trade to leadto the complete equalization of relative commodity and factor prices between India and theUnited States? Why?Ans. (a) The change in tastes can be visualized by a shift toward the textile axis in India'sindifference map in such a way that an indifference curve is tangent to the steepersegment of India's production frontier (because of increasing opportunity costs) after the increase in demand for textiles. This will cause the pretrade relative commodity price of textiles to rise in India.(b) The increase in the relative price of textiles will lead domestic producers in India toshift labor and capital from the production of food to the production of textiles. Since textiles are L-intensive in relation to food, the demand for labor and therefore the wage rate will rise in India. At the same time, as the demand for food falls, thedemand for and thus the price of capital will fall. With labor becoming relative more expensive, producers in India will substitute capital for labor in the production of both textiles and food.(c) Even with the rise in relative wages and in the relative price of textiles, India stillremains the L-abundant and low-wage nation with respect to a nation such as theUnited States. However, the pretrade difference in the relative price of textilesbetween India and the United States is now somewhat smaller than before the change in tastes in India. As a result the volume of trade required to equalize relativecommodity prices and hence factor prices is smaller than before. That is, India need now export a smaller quantity of textiles and import less food than before for therelative price of textiles in India and the United States to be equalized. Similarly, the gap between real wages and between India and the United States is now smaller and can be more quickly and easily closed (i.e., with a smaller volume of trade).(d) Since many of the assumptions required for the complete equalization of relativecommodity and factor prices do not hold in the real world, great differences can be expected and do in fact remain between real wages in India and the United States.Nevertheless, trade would tend to reduce these differences, and the H-O model does identify the forces that must be considered to analyze the effect of trade on thedifferences in the relative and absolute commodity and factor prices between Indiaand the United States.5. (a) Explain why the Heckscher-Ohlin trade model needs to be extended. (b) Indicate in what important ways the Heckscher-Ohlin trade model can be extended. (c) Explain what ismeant by differentiated products and intra-industry trade.Ans. (a) The Heckscher-Ohlin trade model needs to be extended because, while generallycorrect, it fails to explain a significant portion of international trade, particularly the trade in manufactured products among industrial nations.(b) The international trade left unexplained by the basic Heckscher-Ohlin trade model canbe explained by (1) economies of scale, (2) intra-industry trade, and (3) trade based on imitation gaps and product differentiation.(c) Differentiated products refer to similar, but not identical, products (such as cars,typewriters, cigarettes, soaps, and so on) produced by the same industry or broadproduct group. Intra-industry trade refers to the international trade in differentiated products.。

For reasons of economy, this document is printed in a limited number. Delegates arekindly asked to bring their copies to meetings and not to request additional copies.INTERNATIONAL MARITIME ORGANIZATIONIMOESUB-COMMITTEE ON STANDARDS OFTRAINING AND WATCHKEEPING41st sessionAgenda item 7 STW 41/WP.4/Add.1 13 January 2010 Original: ENGLISHDISCLAIMERAs at its date of issue, this document, in whole or in part, is subject to consideration by the IMO organto which it has been submitted. Accordingly, its contents are subject to approval and amendmentof a substantive and drafting nature, which may be agreed after that date.COMPREHENSIVE REVIEW OF THE STCW CONVENTION AND THE STCW CODEChapter II and Conference resolutionsReport of the Drafting GroupAttached herewith is annexes 1 to 3 to the report of the Drafting Group***STW 41/WP.4/Add.1ANNEX 1DRAFT AMENDED TEXT OF CHAPTER II OF THE INTERNATIONALCONVENTION ON STANDARDS OF TRAINING, CERTIFICATION AND WATCHKEEPING FOR SEAFARERS, 1978, AS AMENDEDCHAPTER IIMaster and deck departmentNote: Deleted text is shown as strikethrough and new text is shown shaded.Regulation II/1Mandatory minimum requirements for certification of officers in charge of a navigational watch on ships of 500 gross tonnage or more1 Every officer in charge of a navigational watch serving on a seagoing ship of 500 gross tonnage or more shall hold an appropriate certificate a certificate of competency.2 Every candidate for certification shall:.1 be not less than 18 years of age;.2 have approved seagoing service of not less than one year 12 months as part of an approved training programme which includes onboard training which meets therequirements of section A-II/1 of the STCW Code and is documented in anapproved training record book, or otherwise have approved seagoing service ofnot less than three years 36 months;.3 have performed, during the required seagoing service, bridge watchkeeping duties under the supervision of the master or a qualified officer for a period of not lessthan six months;.4 meet the applicable requirements of the regulations in chapter IV, as appropriate, for performing designated radio duties in accordance with the Radio Regulations;and.5 have completed approved education and training and meet the standard of competence specified in section A-II/1 of the STCW Code; and.6 meet the standard of competence specified in paragraphs 1, 2, 3 and 4 of section A-VI/2, section A-VI/3 and paragraphs 1, 2 and 3 of section A-VI/4 of theSTCW Code.STW 41/WP.4/Add.1ANNEX 1Page 2Regulation II/2Mandatory minimum requirements for certification of masters and chief mates on ships of 500 gross tonnage or moreMaster and chief mate on ships of 3,000 gross tonnage or more1 Every master and chief mate on a seagoing ship of 3,000 gross tonnage or more shall hold an appropriate certificate a certificate of competency.2 Every candidate for certification shall:.1 meet the requirements for certification as an officer in charge of a navigational watch on ships of 500 gross tonnage or more and have approved seagoing servicein that capacity:.1.1 for certification as chief mate, not less than 12 months, and.1.2 for certification as master, not less than 36 months; however, this period may be reduced to not less than 24 months if not less than 12 months ofsuch seagoing service has been served as chief mate; and.2 have completed approved education and training and meet the standard of competence specified in section A-II/2 of the STCW Code for masters and chiefmates on ships of 3,000 gross tonnage or more.Master and chief mate on ships of between 500 and 3,000 gross tonnage3 Every master and chief mate on a seagoing ship of between 500 and 3,000 gross tonnage shall hold an appropriate certificate a certificate of competency.4 Every candidate for certification shall:.1 for certification as chief mate, meet the requirements of an officer in charge of a navigational watch on ships of 500 gross tonnage or more;.2 for certification as master, meet the requirements of an officer in charge of a navigational watch on ships of 500 gross tonnage or more and have approvedseagoing service of not less than 36 months in that capacity; however, this periodmay be reduced to not less than 24 months if not less than 12 months of suchseagoing service has been served as chief mate; and.3 have completed approved training and meet the standard of competence specified in section A-II/2 of the STCW Code for masters and chief mates on ships ofbetween 500 and 3,000 gross tonnage.STW 41/WP.4/Add.1ANNEX 1Page 3Regulation II/3Mandatory minimum requirements for certification of officers in charge of a navigational watch and of masters on ships of less than 500 gross tonnageShips not engaged on near-coastal voyages1 Every officer in charge of a navigational watch serving on a seagoing ship of less than 500 gross tonnage not engaged on near-coastal voyages shall hold an appropriate certificatea certificate of competency for ships of 500 gross tonnage or more.2 Every master serving on a seagoing ship of less than 500 gross tonnage not engaged on near-coastal voyages shall hold an appropriate certificate a certificate of competency for service as master on ships of between 500 and 3,000 gross tonnage.Ships engaged on near-coastal voyagesOfficer in charge of a navigational watch3 Every officer in charge of a navigational watch on a seagoing ship of less than 500 gross tonnage engaged on near-coastal voyages shall hold an appropriate certificate a certificate of competency.4 Every candidate for certification as officer in charge of a navigational watch on a seagoing ship of less than 500 gross tonnage engaged on near-coastal voyages shall:.1 be not less than 18 years of age;completed:.2 have.2.1 special training, including an adequate period of appropriate seagoing service as required by the Administration, or.2.2 approved seagoing service in the deck department of not less than three years 36 months;.3 meet the applicable requirements of the regulations in chapter IV, as appropriate, for performing designated radio duties in accordance with the Radio Regulations;and.4 have completed approved education and training and meet the standard of competence specified in section A-II/3 of the STCW Code for officers in chargeof a navigational watch on ships of less than 500 gross tonnage engaged onnear-coastal voyages; and.5 meet the standard of competence specified in paragraphs 1, 2, 3 and 4 of section A-VI/2, section A-VI/3 and paragraphs 1, 2 and 3 of section A-VI/4 of theSTCW Code.STW 41/WP.4/Add.1ANNEX 1Page 4Master5 Every master serving on a seagoing ship of less than 500 gross tonnage engaged on near-coastal voyages shall hold an appropriate certificate a certificate of competency.6 Every candidate for certification as master on a seagoing ship of less than 500 gross tonnage engaged on near-coastal voyages shall:.1 be not less than 20 years of age;.2 have approved seagoing service of not less than 12 months as officer in charge ofa navigational watch; and.3 have completed approved education and training and meet the standard of competence specified in section A-II/3 of the STCW Code for masters on ships ofless than 500 gross tonnage engaged on near-coastal voyages; and.4 meet the standard of competence specified in paragraphs 1, 2, 3 and 4 of section A-VI/2, section A-VI/3 and paragraphs 1, 2 and 3 of section A-VI/4 of theSTCW Code.Exemptions7 The Administration, if it considers that a ship’s size and the conditions of its voyage are such as to render the application of the full requirements of this regulation and section A-II/3 of the STCW Code unreasonable or impracticable, may to that extent exempt the master and the officer in charge of a navigational watch on such a ship or class of ships from some of the requirements, bearing in mind the safety of all ships which may be operating in the same waters. Regulation II/4Mandatory minimum requirements for certification of ratings forming part of a navigational watch*1 Every rating forming part of a navigational watch on a seagoing ship of 500 gross tonnage or more, other than ratings under training and ratings whose duties while on watch are of an unskilled nature, shall be duly certificated to perform such duties.2 Every candidate for certification shall:.1 be not less than 16 years of age;completed:.2 have.2.1 approved seagoing service including not less than six months of training and experience, or*These requirements are not those for certification of Able Seamen as contained in the ILO Certification of Able Seamen Convention, 1946, or any subsequent convention.STW 41/WP.4/Add.1ANNEX 1Page 5.2.2special training, either pre-sea or on board ship, including an approved period of seagoing service which shall not be less than two months; and.3 meet the standard of competence specified in section A-II/4 of the STCW Code.3 The seagoing service, training and experience required by subparagraphs 2.2.1 and 2.2.2 shall be associated with navigational watchkeeping functions and involve the performance of duties carried out under the direct supervision of the master, the officer in charge of the navigational watch or a qualified rating.4 Seafarers may be considered by the Party to have met the requirements of this regulation if they have served in a relevant capacity in the deck department for a period of not less than one year within the last preceding the entry into force of the Convention for that Party.Regulation II/5Mandatory minimum requirements for certification of ratings as able seafarer deck1 Every able seafarer deck serving on a seagoing ship of 500 gross tonnage or more shall be duly certificated.2 Every candidate for certification shall:.1 be not less than 18 years of age;.2meet the requirements for certification as a rating forming part of a navigational watch;.3 while qualified to serve as a rating forming part of a navigational watch, haveapproved seagoing service in the deck department of: .3.1 not less than 18 months, or.3.2not less than 12 months and have completed approved training; and.4meet the standard of competence specified in section A-II/5 of the STCW Code. 3 Every Party shall compare the standards of competence which it required of Able Seamen for certificates issued before [date of entry into force ] with those specified for the certificate in section A-II/5 of the STCW Code, and shall determine the need, if any, for requiring these personnel to update their qualifications.4 Until [date of entry into force ], a Party may continue to issue, recognize and endorse certificates in accordance with the provisions of the Convention * which applied immediately prior to the entry into force of this regulation.5 Until [five years from the date of entry into force ], a Party may continue to renew and revalidate certificates and endorsements in accordance with the provisions of the Convention * which applied immediately prior to entry into force of this regulation.* This refers to the ILO Certification of Able Seamen Convention, 1946 (No.74).STW 41/WP.4/Add.1ANNEX 1Page 66 Seafarers may be considered by the Party to have met the requirements of this regulation if they have served in a relevant capacity in the deck department for a period of not less than 12 months within the last 60 months preceding the entry into force of this regulation for that Party.***STW 41/WP.4/Add.1ANNEX 2DRAFT AMENDED TEXT OF CHAPTER II OF THE SEAFARERS’ TRAINING, CERTIFICATION AND WATCHKEEPING (STCW) CODEPART AMandatory standards regarding provisions of the annex to the STCW ConventionChapter IIStandards regarding the master and deck departmentNote: Deleted text is shown as strikethrough and new text is shown shaded.Section A-II/1Mandatory minimum requirements for certification of officers in charge of a navigational watch on ships of 500 gross tonnage or moreStandard of competence1 Every candidate for certification shall:.1 be required to demonstrate the competence to undertake, at operational level, the tasks, duties and responsibilities listed in column 1 of table A-II/1;.2 at least hold an the appropriate certificate for performing VHF radiocommunications in accordance with the requirements of theRadio Regulations; and.3 if designated to have primary responsibility for radiocommunications during distress incidents, hold an the appropriate certificate issued or recognized underthe provisions of the Radio Regulations.2 The minimum knowledge, understanding and proficiency required for certification is listed in column 2 of table A-II/1.3 The level of knowledge of the subjects listed in column 2 of table A-II/1 shall be sufficient for officers of the watch to carry out their watchkeeping duties.∗4 Training and experience to achieve the necessary level of theoretical knowledge, understanding and proficiency shall be based on section A-VIII/2, part 3 4-1 – Principles to be observed in keeping a navigational watch – and shall also take into account the relevant requirements of this part and the guidance given in part B of this Code.∗The relevant IMO Model Course 7.03 – Officer in Charge of a Navigational Watch may be of assistance in the preparation of courses.STW 41/WP.4/Add.1ANNEX 2Page 25 Every candidate for certification shall be required to provide evidence of having achieved the required standard of competence in accordance with the methods for demonstrating competence and the criteria for evaluating competence tabulated in columns 3 and 4 of table A-II/1.Onboard training6 Every candidate for certification as officer in charge of a navigational watch of ships of 500 gross tonnage or more whose seagoing service, in accordance with paragraph 2.2 of regulation II/1, forms part of a training programme approved as meeting the requirements of this section shall follow an approved programme of onboard training which:.1 ensures that during the required period of seagoing service the candidate receives systematic practical training and experience in the tasks, duties andresponsibilities of an officer in charge of a navigational watch, taking into accountthe guidance given in section B-II/1 of this Code;.2 is closely supervised and monitored by qualified officers aboard the ships in which the approved seagoing service is performed; and.3 is adequately documented in a training record book or similar document.*Near-coastal voyages7 The following subjects may be omitted from those listed in column 2 of table A-II/1 for issue of restricted certificates for service on near-coastal voyages, bearing in mind the safety of all ships which may be operating in the same waters:.1 celestial navigation; and.2 those electronic systems of position fixing and navigation that do not cover the waters for which the certificate is to be valid.*The relevant IMO Model Course 7.03 – Officer in Charge of a Navigational Watch and a similar document produced by the International Shipping Federation may be of assistance in the preparation of training record books.Table A-II/1Specification of minimum standard of competence for officers in charge of a navigational watch on ships of 500 gross tonnage or more Function: Navigationatthe operational levelColumn 1 Column 2 Column 3 Column 4Competence Knowledge, understandingand proficiencyMethods fordemonstratingcompetenceCriteria forevaluating competencePlan and conduct a passage and determine position Celestial navigationAbility to use celestial bodiesto determine the ship’spositionTerrestrial and coastalnavigationAbility to determine theship’s position by use of:.1 landmarks.2 aids to navigation,including lighthouses,beacons and buoys.3 dead reckoning, takinginto account winds, tides,currents and estimatedspeedThorough knowledge of andability to use navigationalnautical charts, andpublications, such as sailingdirections, tide tables, noticesto mariners, radionavigational warnings andships’ routeing informationNOTE: ECDIS systems areconsidered to be includedunder the term "charts''Examination andassessment of evidenceobtained from one ormore of the following:.1 approved in-serviceexperience.2 approved training shipexperience.3 approved simulatortraining, whereappropriate.4 approved laboratoryequipment trainingusing: chart catalogues,charts, navigationalnautical publications,radio navigationalwarnings, sextant,azimuth mirror, electronicnavigation equipment,echo-sounding equipment,compassThe information obtained fromnavigational nautical charts andpublications is relevant,interpreted correctly andproperly applied. All potentialnavigational hazards areaccurately identifiedThe primary method of fixingthe ship’s position is the mostappropriate to the prevailingcircumstances and conditionsThe position is determinedwithin the limits of acceptableinstrument/system errorsThe reliability of theinformation obtained from theprimary method of positionfixing is checked at appropriateintervalsCalculations and measurementsof navigational information areaccurateThe charts selected are thelargest scale suitable for thearea of navigation and chartsand publications are correctedin accordance with the latestinformation availableColumn 1 Column 2 Column 3 Column 4Competence Knowledge, understandingand proficiencyMethods fordemonstratingcompetenceCriteria forevaluating competencePlan and conduct a passage and determine position (continued) Electronic systems of positionfixing and navigationAbility to determine theship’s position by use ofelectronic navigational aidsEcho-soundersAbility to operate theequipment and apply theinformation correctlyCompass – magnetic and gyroKnowledge of the principles ofmagnetic and gyro-compassesAbility to determine errors ofthe magnetic andgyro-compasses, usingcelestial and terrestrial means,and to allow for such errorsSteering control systemKnowledge of steeringcontrol systems, operationalprocedures and change-overfrom manual to automaticcontrol and vice versa.Adjustment of controls foroptimum performanceMeteorologyAbility to use and interpretinformation obtained fromshipborne meteorologicalinstrumentsKnowledge of thecharacteristics of the variousweather systems, reportingprocedures and recordingsystemsAbility to apply themeteorological informationavailablePerformance checks and teststo navigation systems complywith manufacturer’srecommendations and goodnavigational practiceErrors in magnetic andgyro-compasses are determinedand correctly applied to coursesand bearingsThe selection of the mode ofsteering is the most suitable forthe prevailing weather, sea andtraffic conditions and intendedmanoeuvresMeasurements andobservations of weatherconditions are accurate andappropriate to the passageMeteorological information iscorrectly interpreted andappliedColumn 1 Column 2 Column 3 Column 4Competence Knowledge, understandingand proficiencyMethods fordemonstratingcompetenceCriteria forevaluating competenceMaintain a safe navigational watch WatchkeepingThorough knowledge of thecontent, application andintent of the InternationalRegulations for PreventingCollisions at Sea, 1972Thorough knowledge of thePrinciples to be observed inkeeping a navigational watchThorough knowledge ofeffective Bridge Team WorkproceduresThe use of routeing inaccordance with the GeneralProvisions on Ships’RouteingThe use of information fromnavigational equipment formaintaining a safenavigational watchKnowledge of blind pilotagetechniquesThe use of reporting inaccordance with the GeneralPrinciples for Ship ReportingSystems and with VTSproceduresBridge ResourceManagementKnowledge of bridgeresource managementprinciples including:.1 allocation, assignment,and prioritization ofresources.2 effective communicationExamination andassessment of evidenceobtained from one ormore of the following:.1 approved in-serviceexperience;.2 approved training shipexperience.3 approved simulatortraining, whereappropriate.4 approved laboratoryequipment trainingAssessment of evidenceobtained from one ormore of the following:.1 approved training.2 approved in-serviceexperience.3 approved simulatortrainingThe conduct, handover andrelief of the watch conformswith accepted principles andproceduresA proper look-out is maintainedat all times and in such a wayas to conform to acceptedprinciples and proceduresLights, shapes and soundsignals conform with therequirements contained in theInternational Regulations forPreventing Collisions atSea, 1972 and are correctlyrecognizedThe frequency and extent ofmonitoring of traffic, the shipand the environment conformwith accepted principles andproceduresA proper record is maintainedof the movements and activitiesrelating to the navigation of theshipResponsibility for the safety ofnavigation is clearly defined atall times, including periodswhen the master is on thebridge and while under pilotageResources are allocated andassigned as needed in correctpriority to perform necessarytasksCommunication is clearly andunambiguously given andreceivedQuestionable decisions and/oractions result in appropriatechallenge and responseColumn 1 Column 2 Column 3 Column 4Competence Knowledge, understandingand proficiencyMethods fordemonstratingcompetenceCriteria forevaluating competenceMaintain a safe navigational watch (continued) .3 assertiveness andleadership.4 obtaining andmaintaining situationalawarenessEffective leadership behavioursare identifiedTeam member(s) share accurateunderstanding of current andpredicted vessel state,navigation path, and externalenvironmentUse of radar and ARPA to maintain safety of navigation Note: Training and assessment in the use of ARPA is not required for those who serve exclusively on ships not fitted with ARPA. This limitation shall be reflected in the endorsement issued to the seafarer concerned Radar navigationKnowledge of the fundamentalsof radar and automatic radarplotting aids (ARPA)Ability to operate and tointerpret and analyseinformation obtained fromradar, including the following:Performance, including:.1 factors affectingperformance andaccuracy.2 setting up andmaintaining displays.3 detection ofmisrepresentation ofinformation, false echoes,sea return, etc., raconsand SARTsUse, including:.1 range and bearing; courseand speed of other ships;time and distance ofclosest approach ofcrossing, meetingovertaking ships.2 identification of criticalechoes; detecting courseand speed changes ofother ships; effect ofchanges in own ship’scourse or speed or bothAssessment of evidenceobtained from approvedradar simulator andARPA simulator trainingplus in-service experienceInformation obtained fromradar and ARPA is correctlyinterpreted and analysed, takinginto account the limitations ofthe equipment and prevailingcircumstances and conditionsAction taken to avoid a closeencounter or collision withother vessels is in accordancewith the InternationalRegulations for PreventingCollisions at Sea, 1972Decisions to amend courseand/or speed are both timelyand in accordance withaccepted navigation practiceAdjustments made to the ship’scourse and speed maintainsafety of navigationCommunication is clear,concise and acknowledged atall times in a seamanlikemannerManoeuvring signals are madeat the appropriate time and arein accordance with theInternational Regulations forPreventing Collisions atSea, 1972Column 1 Column 2 Column 3 Column 4Competence Knowledge, understandingand proficiencyMethods fordemonstratingcompetenceCriteria forevaluating competenceUse of radar and ARPA to maintain safety of navigation (continued) Note: Training and assessment in the use of ARPA is not required for those who serve exclusively on ships not fitted with ARPA. This limitation shall be reflected in the endorsement issued to the seafarer concerned .3 application of theInternational Regulationsfor Preventing Collisionsat Sea, 1972.4 plotting techniques and relative and true motionconcepts.5 parallel indexing Principal types of ARPA, their display characteristics, performance standards and the dangers of over-reliance on ARPAAbility to operate and to interpret and analyse information obtained from ARPA, including:.1 system performance and accuracy, trackingcapabilities andlimitations, andprocessing delays.2 use of operationalwarnings and systemtests.3 methods of targetacquisition and theirlimitations.4 true and relative vectors, graphic representation oftarget information anddanger areas.5 deriving and analysing information, criticalechoes, exclusion areasand trial manoeuvresColumn 1 Column 2 Column 3 Column 4Competence Knowledge, understandingand proficiencyMethods fordemonstratingcompetenceCriteria forevaluating competenceUse of ECDIS to maintain the safety of navigation Note: Training and assessment in the use of ECDIS is not required for those who serve exclusively on ships not fitted with ECDIS. These limitations shall be reflected in the endorsements issued to the seafarer concerned Navigation using ECDISKnowledge of the capabilityand limitations of ECDISoperations including:.1 a thorough understandingof ElectronicNavigational Chart(ENC) data, dataaccuracy, presentationrules, display options andother chart data formats.2 the dangers of overreliance.3 familiarity with thefunctions of ECDISrequired by performancestandards in forceProficiency in operation,interpretation, and analysis ofinformation obtained fromECDIS, including:.1 use of functions that areintegrated with othernavigation systems invarious installations,including properfunctioning andadjustment to desiredsettings.2 safe monitoring andadjustment ofinformation includingown position, sea areadisplay, mode andorientation, chart datadisplayed, routemonitoring, user-createdinformation layers,contacts (when interfacedwith AIS and/or radartracking) and radaroverlay functions (wheninterfaced)Examination andassessment of evidenceobtained from one ormore of the following:.1 approved training shipexperience.2 approved ECDISsimulator trainingMonitors information onECDIS in a manner thatcontributes to safe navigationInformation obtained fromECDIS (including radar overlayand/or radar tracking functions,when fitted) is correctlyinterpreted and analysed takinginto account the limitations ofthe equipment, all connectedsensors (including radar andAIS where interfaced), andprevailing circumstances andconditionsSafety of navigation ismaintained throughadjustments made to the ship’scourse and speed throughECDIS-controlled trackkeeping functions (when fitted)Communication is clear,concise and acknowledged atall times in a seamanlikemanner。

1STCW公约和规则全面审查原则和项目在2006年召开的MSC81届会议上应2006年召开的STW37届会议的请求，在船员培训值班标准（STW）分委会工作计划中加入了高优先议题———“对STCW公约和规则的全面审查”。

2007年召开的STW38届会议的重点内容是对STCW公约与STCW规则的全面审查，并确定了全面审查的原则。

1.1全面审查与修订的原则保留STCW95修订案的结构与目标；不降低现有标准；不修订公约条款；解决不一致的问题，清理过时的要求及体现技术发展的需求；确保有效的沟通；由于技术的创新，在履行培训，发证与值班要求方面，提供一些灵活性；考虑短航线船舶与近海石油工业的特点与环境；考虑海上保安。

1.2全面审查与修订的项目在全面审查原则的指导下，STW38根据会议的讨论结果，形成了一个需要审查项目的清单。

STCW公约需要审查的项目包括第I章的第I/1条定义和说明；第I/2条证书和签证；第I/3条关于近岸航行的原则；第I/6条培训和评估；第I/7条资料交流；第I/8条质量标准；第I/9条健康标准-证书的签发和登记；第I/ 10条证书的承认；第I/11条证书的再有效；第I/12条模拟器的使用；第I/14条公司的责任；第I/15条过渡规定。

第II章的第II/1条对500总吨或以上船舶的负责航行值班的高级船员发证的强制性最低要求。

第III 章的第III/1条对有人值班机舱负责轮机值班的高级船员或周期无人值班机舱制定值班的轮机员发证的强制性最低要求；第III/2条对主推进动力装置为3000千瓦或以上船舶的轮机长和大管轮发证的强制性最低要求；第III/3条对主推进动力装置为750至3000千瓦船舶的轮机长和大管轮发证的强制性最低要求。

第IV章的无线电通信和无线电人员。

第V章的第V/1条液货船船长、高级船员和普通船员培训和资格的强制性最低要求；第V/2条对滚装客船的船长、高级船员、普通海员和其他人员的培训和资格的强制性最低要求；第V/3条对客船的船长、高级船员、普通海员和其他人员的培训和资格的强制性最低要求。

怎么招收船员英语作文Recruiting Crew Members。

Recruiting crew members for a ship requires careful planning and execution to ensure a competent and reliable team. Here are some effective steps to follow:1. Define Job Requirements: Start by clearly outlining the roles and responsibilities of the crew members you need. Consider factors such as sailing experience, relevant certifications (like STCW), language proficiency, and specific skills like navigation or engine maintenance.2. Advertise the Position: Utilize various channels to reach potential candidates. This can include online job boards, maritime schools, social media platforms, and professional networks. Craft a detailed job description highlighting the qualifications and benefits of the position.3. Screening Process: Develop a systematic screening process to filter out unsuitable candidates. This may involve reviewing resumes, conducting initial interviews via phone or video call, and administering relevant assessments or tests to assess language proficiency and technical skills.4. Conduct Interviews: Select candidates who meet the initial criteria for further evaluation through in-person or virtual interviews. Prepare a set of structured questions to assess their competency, experience, andability to work effectively in a team onboard.5. Evaluate Communication Skills: Given the international nature of maritime operations, proficiency in English is crucial for effective communication among crew members. During the interview process, evaluate candidates' English language skills through conversation, comprehension exercises, or written assessments.6. Assess Cultural Fit: Evaluate candidates' cultural fit within the crew and their ability to adapt to thedynamics of a multicultural environment onboard. Consider factors such as flexibility, tolerance, and respect for diversity.7. Verify Credentials: Before making any offers, ensure that candidates possess valid certifications and licenses required for their respective roles. Verify theauthenticity of documents and conduct background checks as necessary.8. Offer Employment: Extend offers to the selected candidates, detailing terms of employment, including salary, benefits, work schedule, and any additional provisions. Provide clear instructions on the next steps for onboarding and joining the crew.9. Provide Training and Orientation: Upon acceptance of the offer, organize comprehensive training and orientation sessions for new crew members. This should cover safety protocols, emergency procedures, job-specific responsibilities, and familiarization with onboard equipment and facilities.10. Continuous Assessment and Development: Establish mechanisms for ongoing performance evaluation and professional development of crew members. Provide feedback, support, and opportunities for further training to enhance their skills and capabilities.By following these steps, you can effectively recruit competent and qualified crew members with strong English language skills to ensure smooth operations and safety at sea.。