dd_section17_en-us-Instructor Resource Guide Section 17

6. Supervised Diver6.1 IntroductionThis course is designed to give students the necessary skills to conduct open water dives in conditions similar to their training under the direct supervision of a qualified and active dive professional.6.2 Qualifications of GraduatesUpon successful completion of this course, graduates may:1.Participate in dives under the direct supervision of a qualified and active diveprofessional to depths of 12 metres / 40 feet that do not require decompression, in conditions similar to their training. Appropriate surface support must be available.2.Dive in groups of no more than four Supervised Divers per instructor.3.Enroll in the SDI Open Water Scuba Diver Course. If the diver enrolls in the Open WaterScuba Diver Course within 12 months of certification as a Supervised Diver, they may follow the Supervised Diver Upgrade Procedure. ** See Supervised Diver Upgrade procedure #6.12 for certification requirements.6.3 Who May TeachAn active SDI Open Water Scuba Diver Instructor.6.4 Student to Instructor RatioAcademic:1.Unlimited, so long as adequate facilities, supplies and time are provided to ensurecomprehensive and complete training of subject matter.Confined Water (swimming pool-like conditions):1. A maximum of 8 students per instructor.2.Instructors have the option of adding 2 more students with the assistance of an activeassistant instructor or divemaster.3.The total number of students an instructor may have in the water is 12 with theassistance of 2 active assistant instructors or divemasters.Open Water (ocean, lake, quarry, spring, river, or estuary):1. A maximum of 8 students per instructor; it is the instructor’s discretion to reduce thisnumber as conditions dictate.2.Instructors have the option of adding 2 more students with the assistance of an activeassistant instructor or divemaster.3.The total number of students an instructor may have in the water is 12, with theassistance of 2 active assistant instructors or divemasters.6.5 Student PrerequisitesMinimum age 18, 10 through 17 with parental consent.6.6 Course Structure and DurationOpen Water:1.Students must complete a minimum of 2 open water scuba dives and remain underwaterfor a minimum of 15 minutes on each dive, for a minimum of 40 minutes total bottom time.2.Training depth must be between 5 to 12 metres / 15 to 40 feet; the maximum depthmay not exceed 12 metres / 40 feet.3. A maximum of 3 scuba dives per day are allowed including training and additional fundives.4.All dives must be completed during daylight hours, or under conditions that simulatedaylight conditions.5.Upon successful completion of the dives, the students must complete their logbooks andthe instructor must sign off on the completed dives.6.Instructors are not allowed to carry any photo or video equipment while conducting theOpen Water dives.Course Structure:1.SDI allows instructors to structure courses according to the number of studentsparticipating and their skill level.Duration:1. The suggested number of training hours is 15.6.7 Administrative RequirementsAdministrative Tasks:1.Collect the course fees from all the students.2.Ensure that the students have the required equipment.municate the schedule to the students.4.Have the students complete the:a.SDI Liability Release and Express Assumption of Risk Form.b.SDI Medical Statement Form.Upon successful completion of the course the instructor must:1. Issue the appropriate SDI certification by submitting the SDI Diver Registration Form to SDI Headquarters / Regional Office or registering the students online through member’s area of the SDI website.6.8 Required EquipmentBasic open water scuba equipment as described in section two of this manual. The following material is required:1.SDI Open Water Scuba Diver Manual and associated SDI Knowledge Quest Book (or SDIOpen Water Diver Online Training course)2.SDI Open Water Scuba Diver Instructor GuideThe following material is available and recommended:1.SDI Logbook.2.SDI Open Water Scuba Diver Video or DVD3.SDI Open Water Scuba Diver PowerPoint Presentation4.SDI Confined Water / Open Water Teaching slates5.SDI Skill Check-off slateInstructors may use any additional text or materials that they feel help present these topics.6.9 Required Subject AreasThe following topics must be covered during this course:1.History of Diving.2.The Aquatic Environment:a.Vision.b.Light.c.Sound.d.Heat loss.e.Tides.f.Currents.g.Waves.h.Surge.3.Marine life injuries.4.Physics and Physiology:a.Buoyancy.b.Pressure.c.Boyle’s Law.d.Air spaces:i.Lung over-expansion problems.ii.Equalization techniques.e.Breathing air under pressure:i.Decompression sickness.1.Repetitive dives.2.Safety stops.3.Emergency decompression.4.Omitted decompression:ii.Nitrogen narcosis.iii.Oxygen toxicity.iv.Carbon monoxide poisoning.v.Mixed gases.vi.Hyperventilation, shallow water blackout.5.Scuba Equipment:a.Mask, fins, and snorkel.b.Exposure protection:i.Wetsuits.ii.Dry suits.c.Buoyancy compensator device (BCD).d.Regulator:i.Primary regulator.ii.Alternate air source.e.Cylinders.f.Weight systems.g.Underwater instruments:i.Submersible pressure gauge.ii.Dive computers.iii.Dive watch.iv.Depth gauges.pass.h.Accessoriesi.Dive flag.ii.Rescue signal.iii.Knife.iv.Dive lights.v.Equipment bag.vi.Logbook.vii.Slate.6.Planning Your Dive:a.Diver fitness and overexertion.b.Orientation to new or local diving environments.c.Boat diving procedures.d.Buddy system.e.First aid.6.10 Required Skill Performance and Graduation Requirements Students are required to successfully complete the following skills:1.Swimming evaluation (Must be completed prior to any scuba skills taught):a.Distance swim of 200 metres non-stop using any stroke without the use of mask,snorkel, or any swimming aids, or 300 metres nonstop using mask, snorkel, andfins.b.Survival swim / float of 10 minutes.Note: If an exposure suit is worn for any of the above skills, the wearer must be neutrally buoyant at the surface.2.Scuba skills:a.Scuba system assembly and disassembly.b.Weight system adjustment with proper weighting.c.Removal and replacement of weight system on the surface.d.Removal and replacement of weight system at depth. *3.Pre-dive check of self and buddy.4.Partial mask clear at depth.5.Full mask clear at depth.6.Breathing and swimming underwater without a mask.7.Buoyancy compensator device (BCD) use:a.Inflation and deflation (oral/power) at the surface.b.Inflation and deflation (oral/power) at depth.c.Removal and replacement at surface.d.Removal and replacement at depth. *8.Buoyancy Control:a.Hovering.b.Controlled ascents.c.Controlled descents.9.Regulator use:a.Breathing, clearing, and recovery at the surface.b.Breathing, clearing, and recovery at depth.10.Underwater swimming; proper use of fins.11.Entries and exits:a.Controlled seated entry.b.Giant stride entry.c.Shallow water exit.d.Deep water exit.12.Snorkel use:a.Adjustment.b. b. Clearing; blast method.c. c. Regulator snorkel exchange at the surface.d. d. Surface snorkel swim in full equipment.puter use:a.Reading and understanding data.b.Understanding functions of computer.e of gauges.15.Underwater communications.16.Rescue techniques:a.Tired diver tows.b.Cramp relief.17.Out-of-air emergencies:a.Controlled swimming ascent.b.Alternate air source use; air sharing with a buddy while making a controlledascent.* To be completed in confined water onlyIn order to complete this course, students must:1.Demonstrate mature and sound judgment concerning dive planning and execution.2.Satisfactorily complete the SDI Open Water Scuba Diver Knowledge Quest or equivalentSDI electronic / online learning exam. Instructors may use additional exams that can be found on the SDI Open Water Scuba Diver Instructor Resource CD.plete all open water requirements safely and efficiently.6.11 Open Water Global Referral ProceduresSDI Instructor to any Active SDI Instructor Procedure:1.An SDI Instructor sends a student that has completed the academic and confined waterportion of the SDI Open Water Scuba Diver course to a second SDI Instructor tocomplete the open water requirements with a Global Referral Form.2.Once the student has completed the open water requirements, the SDI Open WaterScuba Diver Instructor signs off that the skills listed on the back of the referral form have been completed.3.The student takes the signed form back to the original SDI Confined Water Instructor tohave their card issued.4.The SDI Open Water Scuba Diver Instructor completes the SDI Student RegistrationForm with the names of both instructors and sends it to SDI Headquarters to have the certification card issued with both instructor names on the card. The SDI Instructor may also use the online registration system, or in-store card printing system if available. SDI Instructor to any Active Instructor Procedure:1.An SDI Open Water Scuba Diver Instructor sends a student that has completed theacademic and confined water portion of the open water course to any other activeinstructor from any dive training agency to complete the open water requirements with Global Referral Form.2.The open water instructor signs off that the skills listed on the back of the referral formhave been completed.3.The student takes the signed form back to the original SDI Confined Water Instructor tohave their card issued.4.The SDI Confined Water instructor completes the SDI Student Registration Form withthe names of both instructors and sends it to SDI Headquarters to have the certification card issued with both instructor names on the card.5.The SDI Instructor may also use the online registration system, or in-store card printingsystem if available.6.12 Supervised Diver to Open Water Scuba Diver UpgradeProcedureFor any SDI Supervised Diver to upgrade to SDI Open Water Scuba Diver, the following requirements must be met:1.Student must have been certified as a SDI Supervised Diver within the past 12 months.2.An additional academic review and/or confined session is not necessary but may beadded at the instructor’s discretion.plete a minimum of 2 Open Water dives, the instructor may use their discretion withreference to the skills needed to complete the dives.。

19 COSTING AND THE VALUE CHAIN Chapter SummaryThe value chain is used to organize the discussion of several aspects of strategic cost management. These include activity-based management, target costing, just-in-time inventory procedures, and total quality management.Activity based management utilizes cost information from ABC systems to identify and eliminate non-value-added activities. While Chapter 17 focused on activity-based product costs, this chapter develops an extensive illustration to demonstrate the management of activities associated with period costs. This is done to emphasize the application of activity-based management across all phases of the value chain.Target costing begins with planning and market analysis of customer needs, then proceeds to product development to generate a target price. Value engineering leads to the most economically efficient combination of resources to create the product. Finally, the target cost is attained through production and continuous improvement. A straightforward example illustrates the execution of the four phases of the target costing process.The development of just-in-time inventory and production systems was one of the earliest efforts of management to identify non-value-adding activities. The realization that investment of resources in inventory added no value to the customer initiated the development of the just-in-time philosophy. This philosophy emphasizes that all production is driven by customer demand. The chapter centers on the importance of supplier relationships, product quality, and flexible manufacturing in achieving the JIT objective of controlling product costs.The chapter concludes with a discussion of the components of quality costs and the tradeoffs between prevention and appraisal costs on one hand and the costs of internal and external failure on the other.Learning Objectives1.Define the value chain and describe its basic components.2.Distinguish between non-value-added and value-added activities.3.Explain how activity-based management is related to activity-based costing (ABC).4.Describe the target costing process and list its components.5.Identify the relationship between target costing and the value chain.6.Explain the nature and goals of a just-in-time (JIT) manufacturing system.7.Identify the components of the cost of quality.8.Describe the characteristics of quality measures.Brief Topical OutlineA The value chain1 International financial reporting standards and the value chain2Value- and non-value-added activities - see Your Turn (page 845)B Activity-based management1Activity-based management across the value chaina Managing activities: an illustration (pages 846 - 848) - see Case inPoint (page 849)2 ABC: A subset of activity-based managementC The target costing process1Components of the target costing process2 Target costing: an illustration - see Your Turn (page 852)3Characteristics of the target costing processD Just-in-time inventory procedures1 JIT, supplier relationships, and product quality2Measures of efficiency in a JIT systema Measuring qualityE Total quality management and the value chain1Components of the cost of quality - see Case in Point (page 857)2Measuring the cost of quality3Productivity and quality –see Ethics, Fraud & Corporate Governance (page 858)F Concluding remarksTopical coverage and suggested assignmentComments and observationsTeaching objectives for Chapter 19Our goal in presenting this material is to help students to begin to think strategically about the development and use of cost information. In so doing our objectives are to:1 Introduce the value chain as a structure for strategic cost management.2Explain the distinction between value-added and non-value-added activities across the value chain.3 Show that activity-based costs are important to reducing and eliminating non-value-addedactivities.4 Explain how activity-based costs can be used to manage not only production, but alsoactivities across all components of the value chain.5 Introduce target costing and its components.6 Explain the JIT approach to identifying and reducing non-value-added activities.7 Present measures of efficiency in a JIT manufacturing system.8 Explain the trade-offs that exist among components of quality costs, and how thosetrade-offs change with technical progress.General commentsManaging activities across the value chain represents a comprehensive integrated approach to the traditional management functions of planning and control. Eliminating non-value-added activities from the chain is central to this strategic approach to cost management. Exercise 3 is designed to acquaint students with the value chain and the identification of non-value-added activities in the chain.We have emphasized that the ABC model developed in a previous chapter can be usefully extended beyond product costing to a wide variety of period costs. Doing so provides an opportunity to use ABC information to manage across the entire value chain. This can be illustrated using Exercise 4. Although Problem 2requires the calculation of target costs, it provides a comprehensive opportunity for students to use cost information to address activity- based management issues. We highly recommend reviewing this problem in class. Case 1 is a more extensive alternative.Target costing illustrates the use of cost information in planning and designing new products as well as reengineering existing ones. Problem 3 captures the use of cost estimates and budgets in the planning process. It also addresses the issue of process design to minimize production costs.Quality costing, like ABM, emphasizes activity management across the value chain. Prevention costs apply to the research and design phase, as well as in working with suppliers and vendors. Appraisal costs and internal failures are most closely identified with the suppliers and production component. Finally, external failure costs exert a significant impact on customer service. Managing quality activities across the value chain highlights the tradeoffs among these costs.Supplemental ExercisesInternet ExerciseDid you ever stop to notice that all the credit, debit, and ATM cards that you carry have exactly the same thickness. This is true worldwide and is crucial to transactions processing. How did this worldwide coordination come to be? Explore the website of the International Organization for Standardization at What are the goals of this organization? Write a brief report describing the information you are able to obtain from this site.CHAPTER 19 NAME #10-MINUTE QUIZ A SECTIONIndicate the best answer for each question in the space provided.1Examples of value-added activities include all of the following except:a Product design.b Material movement.c Assembly activities.d Establish an effective distribution network.2Of the following components of total quality cost, which is most damaging to a company attempting to achieve a reputation as a world-class manufacturer?a Prevention costs.b Appraisal costs.c Internal failure costs.d External failure costs3Of the following processes, which is chiefly concerned with products and services that have not yet been developed?a Just-in-time manufacturing.b Activity-based management.c Target costing.d Total quality management.4For a furniture manufacturer, which of the following activities could not be eliminated without changing the customer’s perception of the product’sdesirability?a Inspection of incoming shipments of wood and fabrics.b Movement of work-in-process from one work station to another.c Set-up of machinery to produce different pieces of furniture.d Reducing the product’s distribution network.5The cost borne by the customer of disposing of nickel-cadmium batteries is a component of the batteries’:a Life-cycle cost.b Overhead cost.c Cost of quality.d Direct production cost.CHAPTER 19 NAME #10-MINUTE QUIZ B SECTIONListed below are eight technical accounting terms introduced or emphasized in this chapter: Activity-based management Life-cycle costingValue-added activity Non-value-added activityTarget costing Total quality managementJust-in-time manufacturing system Cycle timeEach of the following statements may (or may not) describe one of these technical terms. In the space provided below each statement, indicate the accounting term described, or answer “None” if the statement does not correctly describe any of the terms.a The process of using activity-based costs to help reduce or eliminate non-value-addedactivities.______________________________b Can be eliminated without affecting the desirability of the product from the perspectiveof the customer.______________________________c The length of time for a product to pass completely through a specific manufacturingprocess.______________________________d If eliminated, the desirability of the product to consumers is decreased.______________________________e Consideration of all potential resources that will be consumed by a product fromdevelopment through disposal.______________________________f A method in which a product’s selling price is determined by adding a fixed profitmargin to its production cost.______________________________g An approach that explicitly monitors quality costs and rewards quality enhancingbehavior.______________________________CHAPTER 19 NAME # ______ 10-MINUTE QUIZ C SECTIONListed below are eight components of the total cost of quality. In the space provided identify each as a cost of prevention, appraisal, internal failure, or external failure.1.Product design2.Product returns due to defects3.Inspection of raw materials shipments4.Employee training5.Rework of defective units prior to shipment6.Estimated lost sales due to poor quality7.Warranty expense8.Inspection of finished goods9.ScrapCHAPTER 19 NAME #10-MINUTE QUIZ D SECTIONResourceful Corporation is considering the implementation of a JIT inventory system. The company recently analyzed its cycle time to determine the average number of days spent in each activity of its production process. A summary of the analysis is shown below:Production Activity Number of Days Receiving materials 1Inspecting materials 4Storing materials 9Moving materials into production 6Setting-up production equipment 7Cutting materials 6Assembling materials 7Painting finished products 4Packaging finished products 1a Resourceful’s value-adding production activities include:b Resourceful’s total cycle time is __________ days.c Resourceful’s manufacturing efficiency ratio is __________%.d Which activities might be reduced or eliminated should Efficient implement a JITsystem?SOLUTIONS TO CHAPTER 19 10-MINUTE QUIZZESQUIZ A1 B2 D3 C4 D5 ALearning Objective: 2, 3, 4. 6, 7QUIZ Ba Activity based managementb Non-value-added activitiesc Cycle timed Value-added activitye Life cycle costingf Target costingg Total quality managementLearning Objective: 1 - 8QUIZ CPreventionExternal failureAppraisalPreventionInternal failureExternal failureExternal failureAppraisalInternal failureLearning Objective: 7, 8QUIZ Da Cutting materials, Assembling materials, Painting finished products, Packaging finished products.b 45 daysc 18/45 = 40%d Receiving materials, storing materials, moving materials into productionLearning Objective: 6Chapter 19 - Costing and The Value ChainAssignment Guide to Chapter 1919-10 Instructor’s Resource Manual Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.。

IALA RecommendationV-103 OnStandards for Training and Certification of VTS PersonnelEdition 2December 2009Edition 1.1 / December 2005Edition 1 / March 199820ter, rue Schnapper, 78100 Saint Germain en Laye, FranceTelephone: +33 1 34 51 70 01 Fax: +33 1 34 51 82 05 e-mail: iala-aism@wanadoo.fr Internet: A I S M A s s o c i a t i o n I n t e r n a t i o n a l e d e S i g n a l i s a t i o n M a r i t i m e I A L AI n t e r n a t i o n a l A s s o c i a t i o n o f M a r i n e A i d s t o N a v i g a t i o n a n d L i g h t h o u s e A u t h o r i t i e sDocument RevisionsRevisions to the IALA Document are to be noted in the table prior to the issue of a revised document.IALA Recommendation on Standards forTraining and Certification of VTS Personnel(Recommendation V-103)THE COUNCIL:NOTING that the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as amended in 1995 (STCW Convention) contain regulations concerning training of ships’ personnel and the Seafarer’s Training, Certification and Watchkeeping Code (STCW Code) contains specifications of minimum standard of competence for ships’ personnel;NOTING ALSO that STCW 95 adopted Resolution 10 concerning training of maritime pilots, vessel traffic personnel and maritime personnel employed on mobile offshore units;NOTING FURTHER that the International Maritime Organisation in Assembly ResolutionA.857(20) on Guidelines for Vessel Traffic Services:•recommend that VTS Authorities be provided with sufficient staff, appropriately qualified, suitably trained and capable of performing the tasks required, taking intoconsideration the type and level of services to be provided;•describe the skill and knowledge qualifications required by VTS Operators to provide vessel traffic services;RECOGNISING that the 8th International Symposium on VTS (Rotterdam 1996) concluded that VTS Authorities should set standards for VTS Operators, in accordance with international guidelines and other relevant material.RECOGNISING ALSO that VTS Authorities should provide facilities for training to those standards and institute measures to maintain those standards;RECOGNISING FURTHER that following a request from the 8th International Symposium on VTS, IALA undertook to develop suitable training and certification standards for VTS personnel;CONSIDERING the proposals by the IALA VTS Committee;ADOPTS the revised Standards for Training and Certification of VTS Personnel set out in the annex of this recommendation; and,RECOMMENDS that National Members and other appropriate authorities, providing or intending to provide Vessel Traffic Services, use the IALA standard of training and the related model courses as the basis for the training and certification of VTS personnel.Table of ContentsDOCUMENT REVISIONS 2 TABLE OF CONTENTS 4 INDEX OF FIGURES 5 ANNEX 6 1INTRODUCTION 6 1.1General 6 1.2Objectives 6 1.3Definitions and Clarifications 6 1.4Abbreviations 7 1.5References 8 2GENERAL PROVISIONS 8 2.1Responsibilities 8 2.2Principles 8 2.3IALA Model Courses 8 2.4Accreditation of VTS Training 9 2.5Recognition of Certificates 9 3VTS PERSONNEL 9 3.1VTS Operators and Supervisors 93.1.1Operational Job Descriptions 10 3.2VTS Manager 10 3.3VTS Career Progression 10 3.4Instructors 10 4SELECTION AND RECRUITMENT 124.1Entry Requirements 12 4.2Selection Process 124.2.1Aptitude Assessment 12 4.3Assessment of Prior Learning (APL) 13 4.4Medical/Physical Requirements 13 4.5Personal Attributes 13 5QUALIFICATION AND CERTIFICATION 135.1Qualifications 135.1.1Validity 14 5.2Certification 145.2.1VTS Course Certificate 145.2.2VTS Certification Log 14 5.3Maintaining Certification 155.3.1Regular Assessment 155.3.2Refresher Training 155.3.3Revalidation 15 5.4Qualifications of Instructors and Assessors 155.4.1Instructors 155.4.2Assessors 16 6TRAINING 166.1Introduction 16 6.2Model Courses 176.2.1VTS Operator Training Model Course V-103/1 176.2.2VTS Supervisor Training Model Course V-103/2 176.2.3On-the-Job Training (OJT) Model Course V-103/3 176.2.4On-the-Job Training Instructor Model Course V-103/4 18 APPENDIX 1VTS Operator job description 19 APPENDIX 2VTS Supervisor job description 20 APPENDIX 3VTS Manager job description 21 APPENDIX 4Aptitude Testing 22 APPENDIX 5Example of a VTS Operator Course Certificate 23Index of FiguresFigure 1Career Progression11 Figure 2Example of a VTS Operator Course Certificate23AnnexThe Standards for Training and Certification ofVTS Personnel1 INTRODUCTION1.1 GeneralInternational shipping operations need a common approach and universally agreed professional standards and competence for the delivery of Vessel Traffic Services (VTS). The successful delivery of such services depends upon competent and experienced personnel to discharge the responsibilities of a VTS Authority. Recognising that VTS personnel are members of a profession whose principle interaction is with mariners and maritime pilots for the safe management of maritime traffic, their competence needs to reflect that professional responsibility.The recruitment, selection and training of suitable personnel is a pre-requisite to the provision of professionally qualified personnel capable of contributing to safe and efficient marine operations. Such personnel will help to ensure that full and due regard is given to the diverse tasks inherent in VTS activities.This recommendation sets out the training requirements and certification standards for VTS personnel. These should be implemented by national members and other appropriate Authorities to ensure that uniform standards of procedures, practices and professional standards are applied by Vessel Traffic Services world-wide.1.2 ObjectivesThe objectives of this recommendation are to provide a basis:•for VTS Authorities when recruiting VTS personnel;•for model courses to establish a training programme on the specific knowledge and skill requirements necessary for qualification as a VTS Operator;•to ensure that VTS personnel are trained and qualified to enable them to perform the tasks required;•for maintaining a satisfactory level of operational performance through the systematic provision of refresher and/or revalidation training for qualified personnel;•to regularly assess VTS Operators ability to perform to established and recognised standards and;•for a structured career progression for VTS personnel.1.3 Definitions and ClarificationsFor the purpose of this recommendation, the following definitions and clarifications have been used:•Accredited VTS Training is a course of study comprising VTS training which has been accredited by the Competent Authority or by an organisation approved by theCompetent Authority for that specific purpose. Accredited VTS training shouldcomply with IALA standards.•Competent Authority is the authority made responsible, in whole or in part, by the Government for the safety, including environmental safety, and efficiency of vessel trafficand the protection of the environment.•Competence is the ability to perform defined tasks or duties proficiently.•On-the-Job Training (OJT) is training and familiarisation at the VTS centre at which the person will be employed. It includes training on the particular types of serviceprovided by the VTS centre, the facilities and equipment used as well as the localgeography and appropriate port regulations and procedures. OJT should normally becarried out by a designated OJT Instructor.•Refresher Training is training necessary to ensure that VTS personnel maintain a satisfactory level of operational performance. Refresher training may follow anassessment made by the VTS Authority, or may take place as a part of a trainingprogramme and continual professional development.•Revalidation Training is training that ensures competence after a break in service.The Competent/VTS Authority may determine the duration of the break in serviceafter which the revalidation training is required.•Qualification is the education, knowledge, skill, experience or any other attribute which the Competent and/or VTS Authority may have determined desirable forperforming the duties of the relevant position.•Simulator Training is the simulation of operational events, practices and procedures to instruct trainees and assess their ability to demonstrate their levels of competence.•VTS Authority is the authority with responsibility for the management, operation and co-ordination of the VTS, the interaction with participating vessels and the safe andeffective provision of the service.•VTS Certification Log is a record of VTS related certificates and endorsements awarded to VTS personnel during their VTS career. The record may be in the form ofa log book or a separate certificate. The log can be in electronic or paper format.•VTS Operator (VTSO) is an appropriately qualified person performing one or more tasks contributing to the services of the VTS.•VTS Operator Certificate is a certificate of competence awarded by a Competent Authority after the candidate VTSO has successfully completed both the V-103/1training and V-103/3 OJT at the specific VTS centre where the VTSO is employed, aswell as meeting any specific requirements of the Competent Authority. The VTSOperator certificate entitles the authorised holder to serve as a VTS Operator andperform the functions which endorsements have been made.•VTS Course Certificate is a document awarded by the training organisation, to indicate that a trainee has achieved successful completion of an accredited IALAModel Course i.e. V-103/1 VTS Operator Training, V-103/2 VTS Supervisor Training,V-103/3 VTS On-the-Job Training and V-103/4 On-the-Job Training Instructor. Thiscourse certificate alone should not be an authorisation to operate.•VTS Personnel are persons primarily trained in VTS operations and holding appropriate qualifications issued by, or on behalf of, a Government or a CompetentAuthority. Two grades of skills, knowledge and competence of VTS personnel are setout in this recommendation namely, VTS Operator and VTS Supervisor respectively(Annex 1 and 2 provide a broad guide regarding job descriptions of these twogrades). VTS Personnel may also include VTS Managers, who should ideally holdqualifications appropriate to the duties performed.1.4 AbbreviationsIMO International Maritime OrganisationIALA International Association of Marine Aids to Navigation and Lighthouse Authorities IAPH International Association of Ports and HarboursIMPA International Maritime Pilots AssociationOJT On-the-Job TrainingOJTI On-the-Job Training InstructorVTS Vessel Traffic ServicesVTSO Vessel Traffic Service Operator1.5 References[1] IALA VTS Manual[2] IALA/IAPH/IMPA World VTS Guide[3] IALA Model Courses V-103/1, V-103/2, V-103/3 and V-103/4[4] IALA Guideline 1014 on the Accreditation of VTS Training Courses[5] IALA Guideline 1017 on the Assessment of Training Requirements for Existing VTSPersonnel, Candidate VTS Operators and Revalidation of VTS Operators Certificates [6] IALA Guideline 1027 on Designing and Implementing Simulation in VTS Training atTraining Institutes and VTS Centres[7] IALA Guideline 1045 on Staffing Levels at VTS Centres2 GENERAL PROVISIONS2.1 ResponsibilitiesThe following excerpts from IMO Resolution A.857(20) Guidelines for Vessel Traffic Services are relevant to training:In planning and establishing a VTS, the Government or the Competent Authority should: •determine the services and level to which the services are to be provided by the VTS, having regard to the objectives of the VTS;•ensure that the VTS Authority is provided with sufficient staff, appropriately qualified, suitably trained and capable of performing the tasks required, taking intoconsideration the type and level of services to be provided;•establish appropriate qualifications and training requirements for VTS operators, taking into consideration the type and level of services to be provided; and •ensure that provisions for the training of VTS operators are available.In operating a VTS the VTS Authority should:•ensure that the standards set by the Competent Authority for types of service and operator qualifications and equipment are met; and•ensure that the VTS operations are harmonised with, where appropriate, ship reporting and routeing measures, aids to navigation, pilotage and port operations.2.2 PrinciplesVTS personnel should be capable of interacting with vessel traffic in a VTS area. In order to carry out the duties required by a VTS Authority, VTS personnel should be appropriately trained and qualified to IALA Recommendation V-103, using the model courses as developed by IALA. In order to ensure that IALA standards for VTS training meet the appropriate level, the VTS training courses should be accredited by the Competent Authority. This should help to ensure the competence of personnel that occupy operational positions in a VTS Centre.A person should therefore only be considered capable of carrying out the duties of a VTS Operator when in possession of the appropriate V-103/1 certificates and endorsements.2.3 IALA Model CoursesThe basis of VTS training is set out in the following IALA model courses:1 V-103/1 VTS Operator Training2 V-103/2 VTS Supervisor Training3 V-103/3 VTS On-the-Job Training4 V-103/4 VTS On-the-Job Training InstructorThese courses are not intended to be used directly as course material but are a guide that can be adapted in two ways, to:•meet the entry level knowledge of candidates; and•enable course design to be matched to the requirements of the appropriate Competent/VTS Authority.The model courses are designed to produce universally common standards of training and performance.2.4 Accreditation of VTS TrainingThe purpose of accreditation is to provide a basis to ensure that the VTS courses meet the requirements of this recommendation and the related model courses. It is also important that the model courses should be delivered under the framework of a Training Management System (TMS) within an approved quality system.A training organisation intending to provide VTS training should apply for accreditation to the Competent Authority of the country, in which it is located. The Competent Authority should carry out an audit in order to ensure that the IALA standards as well as any other requirements are met by the training organisation. On request, the IALA secretariat, or any other appropriate organisation, may assist the Competent Authority to fulfil part of, or the whole accreditation process.The process for accreditation is presented in IALA Guideline 1014 Accreditation of VTS Training Courses and includes:•application to the Competent Authority;•completion of audit(s);•verification / renewal of accreditation.2.5 Recognition of CertificatesWhere suitable reciprocal arrangements apply, the Competent Authority of one country or state should recognise a VTS Operator course certificate of another country or state provided that the:•certificate has been issued in accordance with this recommendation; and•Competent Authority is satisfied with the training arrangements of the other country or state concerned.3 VTS PERSONNEL3.1 VTS Operators and SupervisorsVTS Operator and Supervisor training should be carried out by a training organisation, which provides accredited VTS training. The training should be conducted in accordance with the appropriate IALA model courses V-103/1 VTS Operator Training,V-103/2 VTS Supervisor Training and V-103/3 On-the-Job Training. These internationally agreed qualifications for VTS personnel are the key to the establishment of common training standards.Maritime related qualifications may be taken into consideration when assessing the training requirements for prospective VTS Operators or Supervisors.A sense of responsibility, watchfulness and preciseness characterise a competent VTS Operator. Training and education should therefore aim at stimulating these qualities.In addition to the duties carried out by VTS Operators, VTS Supervisors supervise the activities undertaken within a VTS centre and ensure that the standards set by the authority are maintained.3.1.1 Operational Job DescriptionsVTS Authorities should develop detailed job descriptions for their operational personnel at each VTS centre, based on the types of service to be provided, the equipment available and the coordination needed with other organisations and departments.Examples of job descriptions for VTS Operators and VTS Supervisors are provided in APPENDIX 1 and APPENDIX 2 respectively.3.2 VTS ManagerThe VTS Authority may establish the post of a VTS Manager. The VTS Manager is responsible for managing and co-ordinating the activities of the VTS centre on behalf of the VTS Authority. In some cases, a VTS Manager may have the responsibility for more than one VTS centre.The VTS Manager should have knowledge of the principles and practices of the particular VTS, the types of service provided and the overall structure and capabilities of the VTS organisation. This VTS knowledge may be gained through experience as a VTS Operator or VTS Supervisor. Such experience would be particularly relevant where the role includes responsibilities for VTS contingency planning. The manager should also possess managerial qualifications required by the Competent or VTS Authority concerned.An example of the format for a VTS Manager’s job description is provided in APPENDIX 3.3.3 VTS Career ProgressionThe formal recognition of VTS qualifications provides the foundation for a properly balanced and self-evident career structure and the drive to set and make every effort for improved standards of performance.The establishment of internationally recognised VTS qualifications provides a professional framework similar to that adopted by the shipping and pilotage industry. The regular validation of those qualifications seeks to create improvement and quality standards comparable to those of other professions. These attributes enable successful personnel to offer their services for employment on a worldwide basis.Additionally, the scope for career progression, either in VTS or in a wider diversity of associated marine activities offers a career structure which provides for motivation and ambition, whilst making continued use of the skills and experience gained (see example in Figure 1).3.4 InstructorsVTS personnel who demonstrate aptitude for training should be encouraged to obtain experience in instructional techniques, knowledge of training programmes and an understanding of specific training objectives. This should enable them to become instructors for the VTS training courses or On-the-Job Training. In order to maintain a high level of training effectiveness, instructors should ideally have an appropriate balance of professional VTS knowledge as well as educational qualifications.Instructors should keep up to date with new techniques and national and international rules and regulations. Instructors should be encouraged to include relevant new developments and techniques in the training.Competent Authorities should ensure that instructors are appropriately qualified and experienced for the particular types and levels of training and corresponding assessment of competence.Figure 1 Career Progression4 SELECTION AND RECRUITMENT4.1 Entry RequirementsSuccessful recruitment of VTS Operators is important in order to maintain the quality and capacity of Vessel Traffic Services. To ensure the quality of the trainees it is crucial to use appropriate entry requirements and follow a thorough selection process.The VTS Authority should set the minimum entry requirements for applicants. These requirements should reflect those of the Competent Authority to act as a VTS Operator.When setting the entry requirements the following points should be considered;•prior skills and knowledge;•previous maritime experience and education;•personal suitability characteristics; and•medical fitness requirements.If applicable, the Competent Authority may consider setting requirements for the VTS Authority to:•verify that the applicant meets the entry requirements;•assess the applicants personal aptitude and suitability; and•establish a selection process in order to choose the most qualified applicant.The applicants should be able to demonstrate a good working language in the use of the English language as required by the VTS Authority. They should also be fluent in the use of their own native language where their language is primarily used for communications (for example in inland waterways).4.2 Selection ProcessThe selection process should include aptitude testing, assessment of prior learning, medical/physical requirements and an assessment of the personal attributes of the candidate. The purpose of the selection process is to provide a mechanism to facilitate selection of applicants for trainee operators. An important part of this is to test and assess the suitability of the applicants to perform the required VTS tasks. The selection process should be established and performed by the VTS Authority in accordance with the requirements set by the Competent Authority.Personnel may be recruited directly as VTS Supervisors if they can demonstrate to the VTS Authority that they have the required experience to undertake the responsibilities and duties of a VTS Supervisor. The VTS Authority should ensure that such personnel have received VTS Operator training and any additional training as may be necessary to meet the required standards of competence for a VTS Supervisor.4.2.1 Aptitude AssessmentAptitude assessments should be carried out as part of the selection process. All prospective candidates should be assessed, even if they have previous maritime experience. Assessments that use simulated traffic movements are recommended.Assessments should be designed to determine the ability of candidates to:•discriminate between relevant and non-relevant information;•combine auditory and visual information;•demonstrate spatial and situational awareness;•demonstrate alertness and decisiveness in all situations;•carry out several tasks simultaneously;•carry out routine work without losing situational awareness;•show initiative while working within a framework of standards, regulations and structured procedures;•recognise and manage work related and personal stress; and•demonstrate appropriate communication and literacy skills.Tests which employ simulation of traffic movements are recommended for this assessment.An example of how aptitude testing might be arranged is given in APPENDIX 4.4.3 Assessment of Prior Learning (APL)Depending on the recruitment level and background of candidates, some elements of the model course could be addressed through an Assessment of Prior Learning (APL) and experience, reflecting both the formal training and experience of the candidate. Any such module exemption should be approved by the respective Competent Authorities.A variety of assessment methods are available for use by a Competent Authority, VTS Authority or training organisation to provide an accurate measure of the prior learning of the candidate. It is probable that a combination of methods may need to be used to ensure that all aspects of prior learning are taken into account.When the assessment of prior learning indicates that the candidate has the competence required for a particular subject, no training on the subject need be given. However, when the assessment indicates that the required competence level is not being met appropriate training should be given to ensure that the competence level is met.4.4 Medical/Physical RequirementsCandidates should meet the medical, including optical, standards of health established by the Competent Authority.4.5 Personal AttributesPersonal attributes are important factors in the selection criteria. A continual assessment should be made of the candidates’ suitability throughout the selection process. Candidates should at a minimum have an appropriate sense of responsibility, ability to adopt and follow procedures, as well as having a willingness to co-operate with others as part of a team.5 QUALIFICATION AND CERTIFICATION5.1 QualificationsVTS Operator qualifications should be based on the principle that satisfactory results are obtained during both the VTS Operator Training Course (V-103/1) and On-the-Job Training Course (V-103/3).The following steps are recommended for attaining qualification:1 The candidate VTSO has been selected and the set requirements as regard toprerequisites and medical/physical requirements are fulfilled.2 On successful completion of an accredited course of training the VTSO trainee shouldreceive a course certificate.3 The course certificate should then be submitted to the appropriate authority who verifiesthe validity of the certificate prior to issuing a VTS certification log book.4 The VTSO trainee will then carry out OJT at a specific VTS centre, under the supervisionof an OJT Instructor.5 On successful completion of OJT the appropriate authority should issue a VTS Operatorcertificate enabling the trainee to operate as a qualified VTSO.6 Any additional successful completion of accredited courses of VTS training, such asSupervisor and/or refresher training, should also be entered into the VTS certification log book.5.1.1 ValidityA VTS qualification should be valid until either:•an assessment indicates that the holder has fallen below the standards, including medical requirements, set by the Competent Authority for operator qualifications; or •there is a break in carrying out the duties, for whatever reason, for a period defined by the Competent Authority.5.2 Certification5.2.1 VTS Course CertificateA VTS course certificate should be awarded by the training organisation, which provides the accredited VTS training, to trainees on successful completion of their VTSO training. The course certificate should include the:•candidate’s full name;•country in which it was awarded;•signature of the issuing authority and the training organisation;•relevant course;•date of award; and,•serial number of the course certificate.The course certificate should be in a format similar to the example given in APPENDIX 5.5.2.2 VTS Certification LogA VTS certification log should be issued by the appropriate authority after validation of the course certificate. The log should include:•the name of the trainee ;•brief details of the VTS Operator course certificate, including its number;The log should be used to record:•the type of service (i.e. Information Service, Navigational Assistance Service or Traffic Organisation Service) which the holder is authorised to provide;•regular assessment records and the result thereof;•any break in service defined by the Competent/VTS Authority;•On-the-Job Training at each VTS at which the holder is employed as a VTS Operator or Supervisor including the name of each VTS centre at which On-the-Job Traininghas been completed, the name and signature of the OJT Instructor and the date thetraining was completed;•revalidation records including the name of the organisation at which the certificate was revalidated, the signature of the person responsible for the revalidation and thedate of revalidation;•additional VTS training courses (Supervisor, On-the-Job Training Instructor) successfully completed including the name of the organisation where the additionalVTS training courses was undertaken, the signature of the person responsible for thetraining and the date the training was completed; and•any relevant course, or training, successfully completed including the name of the organisation at which Supervisor training has been completed, the name andsignature of the person responsible for the training and the date of completion.。

2023-2024学年浙江省钱塘联盟上学期期中联考高二年级英语试题From art galleries to historic sites these small towns in Arizona will serve you with all they have to offer.JeromeVisitors come to explore its art galleries and special gift shops, like Nellie Bly Kaleidoscopes. They can also taste local drinks at Jerome’s tasting rooms. Don’t miss Jerome State Historic Park, where you can learn about the community’s mining history. Jerome has several excellent hotel s and restaurants, so you can spend your weekend here.BisheeThis mining community is just 25 miles south of Tombstone. It was once the largest city between St Louis and San Francisco. It is popular for its art galleries, and great bars and restaurants. Several museums explore Bisbee’s mining history, including Bisbee Mining and Historical Museum. Follow this with a tour of the Queen Mine. Drive to the Lavender Pit Mining Overlook for a more modern look at mining, a few miles south of Bisbee.TombstoneWooden walkways line the dirt streets in the historic district. You can drop by the Bird Cage Theater, which is now a museum. You can also listen to live music in Big Nose Kate’s Saloon while enjoying a burger.SeligmanThe last town on Route 66 is served as the inspiration for Radiator Springs in the animated movie Cars. Stop by Delgadillo’s Snow Cap Drive-In to see cars in the parking lot painted as the characters from the movie, or drop in at the Route 66 Gift Shop Visitor Center for nice gifts. If you’re l ucky, you’ll meet Angel Delgadillo in the gift shop. He made Route 66 famous as a historic highway.1. Who may choose to go to Jerome?A．People who love to go to bars. B．People who are interested in music.D．People who want to buy some souvenirs.C．People who study the history ofwalkways.2. What do Jerome and Bisbee have in common?A．They are very close to Seligman.B．They have fascinating historic parks.C．They are famous for their historical sites.D．They give people a chance to explore museums.3. What do we know about Seligman?A．It displayed many famous gifts.B．It was built by Angel Delgadillo.C．It is important for the creation of Cars.D．It has cars painted as characters in social medias.As today’s high schoolers are facing too much homework, sports teams and clubs and high-rising college costs, many people are rethinking the idea of high schoolers part-time working. Are there still benefits of having a job in high school? The answer is yes.When I was 15 years old, my mother suggested that I get a job in order to pay for college. Delighted with my sporadic (零星的) babysitting work, I told my mother that, no matter what job I got, I’d never be able to cover college costs on a high school worker’s pay.My mother smiled and stated that there were plenty of other reasons why I should get a job beyond just the paycheck. So I found myself applying for and finally accepting a job as a swim instructor and lifeguard at my town’s public pool. I ended up working part-time at the pool through all four years of high school.Not everything about the job was marvelous, and there were times when I hated jumping in the pool on cold mornings and trying to talk kids into following my instructions, but overall, like my mother said, I got many benefits from the job beyond just the paycheck.At my job, I made lots of new friends, more than I had made in high school. I also learnt lots of skills including CPR training and office experience. I was also able to use my work experience to stand out from other job applicants in college and get a paid research job as a freshman in college. For many high school students, there are many benefits of having a job. Not only will high school jobs give you a way to make some money, meet new people, and develop some skills, you can also use your teenage jobs to get yourself a better job in college.4. What was the author’s attitude when his mother asked him to get a job?A．He was expecting it. B．He wasn’t interested in it.C．He was passionate about it. D．He didn’t feel li ke doing it.5. What does the underlined word “marvelous” in Paragraph 4 probably mean?A．Simple. B．Touching.C．Enjoyable. D．Relaxing.6. How did the author’s part-time job benefit him?A．It developed his communication skills.B．It led him to meet the best friend of his life.C．It assisted him to obtain a good job in college.D．It provided him with enough money as college fees.7. What is the best title for the text?A．My first job in senior high B．What I learnt from part-time jobsC．More than just a paycheck D．High schoolers that get into trouble Cultural heritage sites are a nonrenewable resource. Today architectural heritage sites are being destroyed at an alarming rate. They’re threatened by rising seas, pollution, overtourism, conflicts and so on. Recently, Notre Dame Cathedral has attracted international attention.Since its main construction from 1163 to 1350, Notre Dame Cathedral repeatedly has been damaged and repaired. On April 15, 2019, the landmark’s roof caught fire, causing the collapse of its spire （尖顶） and upper walls severely damaged. Work on the site began quickly. Through the work of photographer Tomas van Houtryve, writer Robert Kunzig, and artist Fernando Baptista, people will see restoring scenes where ruins are cleared and statues saved. Even the COVID-19 pandemic caused only a two-month delay. Architects have said the expensive project is on track to be completed in 2024.And thorny questions arise. What duty do we owe the creations of our ancestors? What lesson can we draw from their presence?Humankind has answered that differently. In Dresden, Germany, the Frauenkirche, an 18th-century baroque church, was famous for its bell-shaped dome（穹顶）. In February 1945, one of the most destructive bombing attacks of World War II reduced the city to ruins. After German reunion, the church was reconstructed using many of its original stones, as a symbol of peace and harmony. Berlin’s Kaiser Wilhelm Memorial Church also fell to bombing but had a different story. Its spire has been le ft a ruin on purpose to be a “warning monument” against war and destruction.Like the Frauenkirche, Notre Dame is being rebuilt as close as possible to how it was before, including using the original, toxic metal—lead（铅）—for the roof, causing the debate about how to restore and maintain historic buildings. Actually, no one claims to have the “right” answers on preservation; there may not even be right answers. What people could do is to continuously monitor the global care of cultural heritage sites, as a matter of significance to humanity’s past, present, and future.8. What do we know about Notre Dame Cathedral?A．It was once threatened by conflicts.B．It collapsed totally during a fire decade ago.C．It has undergone repeated repairs since 1163.D．It was not influenced by the COVID-19 pandemic.9. What does the underlined word “thorny” mean?A．Simple. B．Tough. C．Accurate. D．Attractive10. Why are the Frauenkirche and Kaiser Wilhelm Memorial Church mentioned in para.4?A．To remind people the value of peace and harmony.B．To warn people the influence of war and destruction.C．To demonstrate different solutions to heritage site preservation.D．To introduce reconstruction methods such as using original materials.11. What does the text mainly talk about?A．Cultural heritage sites are nonrenewable so that they are worth protecting.B．Notre Dame Cathedral has been the most attractive heritage site globally.C．The reconstruction of cultural heritage sites seldom causes disagreements.D．The reconstruction of Notre Dame Cathedral after fire has been completed.Small planetary（行星） bodies is the big focus of space exploration in 2023 and People are eager to solve many of the mysteries about these tiny worlds. In 2023, the launching of two spacecrafts aims to explore some of the solar system’s smaller bodies, in an effort to understand how worlds become suitable habitats for humans to live in.The first task Jupiter Icy Moons Explorer (JUICE) was launched in April 2023 and is scheduled to land in 2031. This spacecraft from the European Space Agency (ESA) is designed to explore three of Jupiter’s major moons: Europa, Callisto and Ganymede. They are thought to have oceans of liquid water beneath their frozen shells.“The thing we are most interested in is the liquid oceans and in particular with Ganymede –we don’t know the location, the depth ,the composition of these oceans,” says ESA’s Olivier Witasse, the project scientist. “While JUICE has many goals, the most exciting one is to hunt for life there as water is crucial to life ”.Due to launch in October 2024 and arrive in 2030, the other spacecraft Psyche from NASA is named after the asteroid(小行星) it will land. Researchers believe Psyche to be an exposed iron core of a young planet. Studying planetary cores is nearly impossible on actual planets because they are so deep underground, so Psyche could present a unique opportunity.“The core is always crucial. For the Earth, it creates magnetic field （磁场）and gives off heat,” says one of the researchers of Psy che, “One of the ways to answer why Earth is habitable is to study how it was built, and Psyche is part of that story. We don’t know what we’re going to find, and if blessed, we’re going to be completely surprised because there was no previous data.”Habitability（宜居性） in our solar system is still a huge mystery, but the two spacecrafts should bring us one step closer to understanding it.12. What is the aim of the two spacecraft launching tasks?A．To study planetary bodies. B．To solve mysteries about worlds.C．To explore the solar system. D．To understand how worlds becomehabitable.13. According to Olivier Witasse, which of the following statements about JUICE is NOT true.?A．Its most important goal is to hunt for life.B．It is scheduled to travel about 8 years before it reaches its destination.C．It has found there are liquid oceans under frozen shells of Jupiter.D．It is designed by EAU to explore three of Jupiter’s major moons.14. What can be learned from Psyche task?A．Psyche will be launched to explore Psyche.B．There was a little previous data about the asteroid.C．People have known how the earth is built through it.D．Psyche’s core creates magnetic field and gives off heat.15. What is the text mainly about?A．Ganymede attracts particular attention of scientists of ESA.B．Psyche is key to helping people solve mysteries about space.C．JUICE is scheduled to explore three of Jupiter’s major moons.D．The launching of two spacecrafts is to help understand habitability.The use of fossil fuels in transportation is one of the major reasons for climate change. A survey by the Asian Development Bank indicates that Asia’s carbon dioxide emissions from transportation increased 3.9 percent yearly, nearly twice the global level.If left u nchecked, emissions from transport will continue to rise. By 2050, Asia’s demand for transportation will likely double from the current level. 16 They should aim to achieve the low-carbon goal in transportation.17 For example, the energy efficiency in transport systems is dissatisfying and dependence on high-carbon energy resources is heavy. The Institute for Transportation and Development Policy (ITDP) proposed several strategies for Asian cities to become low-carbon in transport.First, shorten travel time and distance. City planning should be focusing on reducing people’s travel time as well as cutting carbon emissions through practical measures. 18 They also have introduced “15-minute life circles” to shorten travel time and distance.Second, improve transportation structure. It is important to encourage the use of low-carbon transportation means and reduce high-emissions vehicles. Most Asian cities including Yichang in China and Jakarta in Indonesia are not large and thus suitable for building effective and economicpublic transit systems. 19 These successful practices have set up examples for other Asian cities to follow.Third, promote the use of clean energy. 20 Public vehicles such as taxis, shared cars, service cars, and sanitation vehicles should be the first to stop using fossil fuel and go electric, followed by private cars, trucks and ships.As the continent with one of the largest number of developing economies, Asian is key to pushing the global low- carbon transition. With regional joint efforts, the transition could be more practical and hopeful.Taylor Hash desired to become a career pilot and she was under training. One day, she had just started building up hours of flight time when a__________struck. As she guided the Diamond Star plane off the runway at airport, on her third-ever independent__________, the front tyre of her plane fell off.Taylor was__________at that point that she had just lost crucial landing equipment. “I didn’t feel anything on the take-off__________” she said.__________pilot Chris Yates, though, saw something and immediately took action. He knew that Taylor would have to make a difficult emergency landing. He__________the control tower and said, “The Diamond Star that just took off lost its nose wheel tyre on the runway.”Yates asked people there to put him through to Taylor so he could help her. When Taylor learned what had happened, she was in__________._________,Yates knew that the most important thing would be to keep Taylor calm so she could follow him__________. Yates started by reassuring Taylor and told her that shecould__________above the field until she was ready to land. “When you touch down, I just want that stick all the way back. You’re gonna hold that stick back like you don’t want that nose to touch,” he__________her.Despite feeling unsure, Taylor trusted Yates. With palms sweaty and lips__________,Taylor successfully create a best landing chance. Ultimately, she strained every nerve to manage toland___________.No sooner had Yates extended his arms than Taylor hugged him tightly with tearsof__________rolling down cheeks. Yates smiled, patted on her shoulder and encouraged, “it was your excellent skill that help yourself__________the emergency successfully. I am so proud of you.”21.A．event B．disaster C．fantasy D．consequence 22.A．trip B．slide C．mission D．practice23.A．ignorant B．clear C．unaware D．conscious 24.A．process B．progress C．switch D．flow25.A．Calm B．Strange C．Experienced D．Warm-hearted 26.A．controlled B．socialized C．radioed D．reported 27.A．sorrow B．thrill C．panic D．surprise28.A．While B．Otherwise C．Therefore D．Nevertheless 29.A．timely B．quietly C．apparently D．attentively 30.A．wait B．pause C．touch D．circle31.A．blamed B．instructed C．described D．explained 32.A．opening B．widening C．swinging D．trembling 33.A．narrowly B．smoothly C．correctly D．quickly34.A．terror B．regret C．delight D．gratitude35.A．deal with B．tear apart C．take up D．leave out阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。