• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.27-28
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• 2017

• Proceedings of KOSOMES biannual meeting
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• 2017.11a
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• pp.45-45
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• 2017

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• v.29 no.1
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• pp.71-76
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• 2005

Many sea accidents such as collisions and groundings of vessels were occurred due to the lack of sufficient manoeuvring capability of vessels. Therefore IMO adopted 'The interim standards of ship manoeuvrability by Resolution A.751(18) and the standards have been applied to vessels of 100m or more in length and all chemical tankers and gas carriers regardless of the length, which were constructed on or after 1 July 1994. The IMO manoeuvrability standards are divided into three kinds as bellows; (1) Turning capability standards : Estimated values in design stage are to be certified by turning circle test of the actual vessel. (2) Course keeping quality standards : Estimated values in design stage are to be certified by $10^\sqsubset\;and\;20^\sqsubset$ Zig-Zag tests of the actual vessel. (3) Shortest stopping distance standards : Estimated values in design stage are to be certified by the shortest stopping distance tested by the actual vessel. In this paper, the authors computed the values of the manoeuvring standards of several vessels from their original design and compared them with those results from experiments of the model ships and also examined the values and concluded about the validity of IMO Manoeuvrability standards.

• Journal of Navigation and Port Research
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• v.29 no.5 s.101
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• pp.365-370
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• 2005

Many sea accidents such as collisions and groundings of vessels were occurred due to the lack of sufficient manoeuvring capability of vessels. Therefore IMO adopted 'The interim standards of ship manoeuvrability by Resolution A.751(18)' and the standards have been applied to vessels of 100m or more in length and all chemical tankers and gas carriers regardless qf the length, which were constructed on or after 1 July 1994. The IMO manoeuvrability standards are divided into three kinds as bellows; (1) Turning capability standards : Estimated values in design stage are to be certified by turning circle test of the actual vessel. (2) Course keeping quality standards : Estimated values in design stage are to be certified by $10^{\circ}\;and\;20^{\circ}$ Zig-Zag tests of the actual vessel. (3) Shortest stopping distance standards : Estimated values in design stage are to be certified by the shortest stopping distance tested by the actual vessel. In this paper, the authors computed the values of the manoeuvring standards of several vessels from their original design and compared them with those results from experiments of the model ships and also examined the values and concluded about the validity of IMO manoeuvrability standards.

• Journal of the Korean Society of Marine Environment & Safety
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• v.23 no.5
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• pp.473-481
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• 2017

Seafarer sea survival training, such as basic safety refresher training and advanced safety refresher training, in accordance with the STCW Convention, is an indispensable program that can increase the crew survival rate during emergency situations at sea. It is important for crew members to carry out theoretical and practical training with various safety equipment in order to effectively train according to IMO model courses. Therefore, this study suggests the following measures to improve safety training facilities for seafarers by reviewing survival training requirements based on the IMO model course and comparing and analyzing related facilities based on operating cases from domestic and overseas training institutes. First, it is necessary to establish a training environment where seafarers can practice utilizing various, updated safety equipment such as marine evacuation equipment (slides, chutes, etc.). Second, it is necessary to construct an educational environment in which learners can directly or indirectly experience realistic emergency situations by installing marine environment simulation facilities with such equipment as a wave generator, rain fall device, wind generating device, etc. Third, it is also necessary to develop and expand customized training using virtual reality equipment in addition to experiential training, audiovisual training and simulation training.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2013.06a
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• pp.227-230
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• 2013

Recently, IMO STW Committee has released a model course of Bridge Resource Management. The Leadership and Teamwork among non-technical skills related to human factor is included at STCW 2010 Manila Amendments. Until now, the BRM education in Korea has been independently operated by each related educational institution, i.e., Shipping Company, University due to absence of model course. In this research the focus is on the simulation module among items for the BRM program. During the simulation from the BRM training, the trainee's reaction and popular functions on simulator have been investigated and analyzed to develop a simulation module for effective BRM education.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2011.06a
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• pp.16-19
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• 2011

In 2010 Manila Conference, the revised STCW (International Convention on Standards of Training, Certification and Watch-keeping for Seafarers) of IMO recalled that a large percentage of maritime casualties and pollution incidents are caused by human error. Therefore, education and training improvement will play important role to reduce maritime casualties. From this, we focus on improving safety during sailing through upgrading the education and training for Korean cadets by updating maritime education and training program. In terms of a maritime education program from some of the maritime universities in the world such as United States Merchant Maritime Academy(USMMA) Philippine Merchant Marine Academy(PMMA), are compared to the Maritime University in Korea. As a result, we suggest an effective education system.

• Journal of the Korean Society of Marine Environment & Safety
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• v.18 no.6
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• pp.563-568
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• 2012

In 2010 the Manila Amendments established the highest practicable standards for officers and engineers. This amendments includes knowledge, understanding, skills, and proficiency required for a deck officer in terms of the BRM (Bridge Resource Management) to reduce human errors, stated in the International Convention on Standards of Training, Cerification and Watchkeeping for Seafarers (STCW). This paper proposes a proper direction to improve BRM education program in Korea. In relation to the BRM program, its contents and education method were analyzed through the satisfactions survey for cadets and the experienced officers. As a consequence, this research gives several suggestions to improve the current BRM course.

• Journal of the Korean Institute of Navigation
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• v.25 no.1
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• pp.1-9
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• 2001

It is well known that, especially in the case of full-bodied ship, the course stability may become the severest among 4 items of requirement in Interim Standards for Ship Manoeuvrability adopted by IMO in 1993. The purpose of this study is to find some ideas for characteristics of fluid flow pattern around ship's stern in manoeuvring motion with parameter of changes in rudder size. We carried out two kinds of model experiment in obliquely running condition at circulating water channel. One is measurement on straightening effect of incoming flow to rudder and the other is experiment on flow visualization around the gap between rudder and stern-bottom. We discuss the correlation between the flow characteristics around ship's stem and flow straightening effect at rudder from the viewpoint of course stability. As a result, it is clarified that the gap between rudder and stern-bottom plays an important role in course stability of full-bodied ship. It is pointed out that there is quite a possibility of bad course stability as the gap between rudder and stern-bottom decreases.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2015.07a
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• pp.278-279
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• 2015

해기사의 해사영어 사용에 대한 체계적 교육의 필요성이 증가되는 가운데, 국제해사기구(IMO)는 이에 발맞추어 해사영어모델코스 3.17을 일반해사영어(General Maritime English, 즉 GME)와 특수해사영어(Specialized Maritime English, 즉 SME)로 나누어 재편하고, STCW에서 요구하는 지식, 이해 및 기술사항들을 영어교육의 다양한 요소들과 접합함으로써, 해사영어교육의 새로운 틀을 만들고자 시도하고 있다. 국내 해기교육 관련대학 및 기관이 향후 해사영어 커리큘럼을 재편성하기 위해서는, 개정될 해사영어모델코스의 주요 내용을 이해하고, 이를 국내 실정에 맞게 적용할 수 있도록 다양한 방안을 모색하는 것이 선행되어야 한다. 따라서 본 연구에서는, 국제해사기구가 제시한 해사영어모델코스 3.17의 개정 목적 및 변화된 해사영어모델코스의 틀과 방향을 살펴보고, 향후 국내교육기관에서의 해사영어교육 커리큘럼을 재편성한 후, 성공적인 언어교육서비스 제공을 하기 위해 고려해야 할 현실적인 제한 요소들을 살펴보고, 이에 대한 해결책을 모색하고자 한다.