News & Views - The TMI-BITS DLC Newsletter

February 2005 Issue 01/2005

From The Editor’s Desk…..

Attention Phase II and III Students

The first three day course on Mathematical Techniques for Nautical Sciences was held at this Institute from 17 th to 19 th January ‘05. Students of Phase II & III are reminded that this course is part of the compulsory subject of Nautical Mathematics in Semester G and can be done during any semester depending on individual’s convenience. This course will be held whenever an adequate number of students are available to attend the course. Therefore, students should keep us informed of their availability to enable us to plan the course.

Advice to Phase I (Sem A, B, C) Students

Over a period, we have observed some mistakes are repeatedly committed by our students in their journals and other assignments, despite clear instructions during their briefing. We take this opportunity to list a few of them, and hope they are not committed, as they adversely affect the students’ assessment.

Student’s often fail to fill in the reporting sheets in their journals correctly. The CRB task numbers are not correctly entered, or are not listed. They also often look for short cuts by trying to combine more than one task into a single description, or combining it with a module. This makes assessment difficult and some tasks may not be given any marks.

• The reporting sheets are often unsigned and undated, or the students personal data not completely filled in. The reporting sheet by STO is not completed.
• CRB tasks should be answered in full addressing each item asked in the task. Such description should give sufficient detail to indicate the student’s understanding of the task. Simply writing the question without the question mark and writing that it was “approved” by the STO, is meaningless. Some students have gone to the extent of writing “done” – this does not serve any purpose and cannot therefore be credited.
• Students should make every effort to complete the planned modules in the month given.
• A large number of students do not use sketches to effectively illustrate their answers. This adversely affects the quality of their answers as well as the projected image of the student’s attitude towards their work! In addition, some fail to title or label the sketches appropriately, or even fail to indicate which task it is meant for ! Such a sketch has virtually no value! Please remember, whenever applicable, in the text of the answer, indicate the use of a sketch, by putting in brackets the page where the sketch is shown. It would help if the CRB task or module task it pertains to, is indicated.
• Please ensure that extra sheets, when used are neatly affixed and suitably numbered.

The Basic Concept of Open Book Tests

Over the years we have observed that a large number of our students seem to misunderstand the conceptual philosophy of “open book tests”. In open book tests, books are to be used for convenient reference where required. They are not to be used as a source of readymade answers to the questions, for directly transcribing onto the answer sheets! Most students who follow this method are unable to complete the test in the stipulated time, and hence do not receive marks.

• Open Book Tests do not mean that the students do not have to prepare for the test.
• Open Book Tests do not mean that the students can copy directly from a book word-for-word and expect to be given credit for his or her knowledge.

Students must study and understand the subject, and use their own phraseology to put together the answers in a convincing manner. It is always nice to see answers written the way you have understood it.

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Importance of Leadership in Emergencies:

- by Capt Rahul Sharma, TMI (DL)

For many of us, an emergency can be defined as “an event, or set of events, which disrupts our normal day to day routine”. It can erupt suddenly, or develop over some considerable time. It can also result in damage to the physical environment and people, and possibly lead to loss of life.

Types of emergencies and their cause vary considerably, and no two can be dealt in the same way. Some, like acts of war or terrorism, are man-made. Others can arise through natural causes, human error, and systems or machinery failure.

Being a ship’s officer in a responsible position, you do have a responsibility towards your shipmates and passengers, especially during emergencies. You must understand the issues which affect the way people respond under pressure and how that knowledge might be more effectively applied in situations where it is necessary to influence individuals, marshal groups and manage crowds.

In spite of a good safety record, accidents and major disasters do happen, and the importance of being a leader in emergencies needs to be understood adequately. One must also understand

• the behaviour of the crowds in emergencies
• the variability of human behaviour
• the impact of stress on decision making
• the requirement for information and communication

The requirements relating directly to human behaviour and crowd management are:

• the ability to give clear & reassuring orders
• dealing with people's special needs
• keeping order, reducing and avoiding panic

In addition, it calls for personnel who have responsibility for the safety of passengers in emergencies, to understand the concepts of:

• leading and directing others
• assessing the situation and providing an effective response
• identifying signs & symptoms of excessive personal stress
• effect of stress that can affect performance and the abilityto act
• reaction patterns of personnel in emergencies
• specific behaviours of personnel
• the possible problems of panic resulting from families being separated and the importance of clear and concise instructions and exchange of information and feedback
• communicating instructions for action to others

Leadership
The art of effective leadership is based on one's ability to be totally flexible and to adapt one's approach, or style, to control a particular situation or set of circumstances.

A natural leader might be able to do this in an instant whereas most will need to think before deciding whether to adopt an autocratic style, a democratic style, or something in between.Your style will depend on the task in hand, the environment you are operating in and the people involved.

Govt clears decks for setting up India's first Maritime University :

The ministry of shipping has cleared the ground for setting up a maritime university in the country. Presently the ‘Indian Institute of Maritime Studies’ — includes the four existing government-run maritime institutes — ‘Lal Bahadur Shastri College of Advanced Maritime Studies and Research’, two `Marine Engineering Research Institutes’ Kolkata and Mumbai and ‘T.S. Chanakya’. “Maritime education in India will undergo a sea change once the Maritime University comes into existence. The whole idea is to enhance quality of education and training available to Indian seafarers.”

The Shipping Ministry plans to turn the IIMS into a world-class university over the next couple of years. Indian Maritime University (IMU), as it would be called, will bring in all 120 private sector institutes into its fold, and streamline all the modular and competency courses now available.

IIMS would develop maritime education and introduce post-graduate, doctorate and executive courses through IMU.

The ministry wants the IMU to be rated among the best maritime institutes in the world.

IIMS’s management is now entrusted to an expert body of 19 directors chosen from industry, government and maritime institutions.

India supplied a total of 22,000 ratings and officers, accounting for a meagre 2% of the world ship crew market compared with the 200,000 by the Philippines.

The BIMCO report on manpower predicted a shortage of 33,000 officers by 2005 and 46,000 by 2010. Early this year, a high-level BIMCO delegation met the Indian Union shipping minister and said the industry needed Indian maritime officers to bridge the growing gap between demand and supply. “IIMS would aim at increasing India’s share in the global manning market,” said the ministry official.

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Our Progress

The student strength of the Institute as on 15 Nov ’04 was as follows :

865 students have been awarded a Diploma in Nautical Sciences as on 15 Jan ’05.

The following cadets have passed the Diploma in Nautical Sciences (Phase 1 of BS Programme) since we published our last Newsletter, obtaining grades as stated:

8 cadets have obtained more than 75% marks (Excellent Grade), 43 obtained more than 60% (Good Grade) and 5 passed with 50% or more marks (Fair Grade).

Well Done!

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