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World Maritime University Dissertations Dissertations

1989

Maritime training facility (the physical set-up)

Alock Kwadwo Asamoah
World Maritime University

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 Efvi/‘-‘*:*:is.J;”iJiLI as

WORLD MARITIME UNIVERSITY

MALMO. SWEDEN.

J
!4J\E§IITrWI!4EB 1PE§J\JII4TII€C3 EFJKCZIIILIITPHF
(TrT4EE E°}i1f£5I[C3}\I. £3EB1?-LJF’)

by
Alock Kwadvo Aoamoah
Ghana

A paper submitted to the faculty of the World Maritime

University in partial fulfillment of the requirements for
the award of a

MASTER OF SCIENCE DEGREE

in
MARITIME EDUCATION AND TRAINING (ENGINEERING)

The contents of this paper reflect my personal views and

are not necessarily endorsed by the University.

Date: 6th of October, 1989.

Signature: /g

Supervised
and
Assessed
by:
Charles E. Mathieu
Professor, World Maritime University.

Co-assessed by:
Elias A. Ayisi
Lecturer, Regional Maritime Academy. Ghana.
 Dedicated to

the course of

Safer Shipping and Cleaner Oceans

 IXEBESTFTRJKCZTF

_ . _
_/,
4414 \»Y(
Marine casualty statistics look very gruesome.
especially when a familiar country or person has been
involved in this unnecessary toll. The marine
environment. however. has virtually unlimited resources.
One cannot therefore reduce casualties by simply limiting
exposure to the unforgiving marine environment.
In almost all marine casualties. investigations have
shown that "humanerror” is an underlying factor. To
overcome this factor. people employed in the maritime
industry need to be properly trained. This invariably
meansa training facility well equipped in all facets.
This paper looks at the physical ingredients that go into
such a training institution.
The environment in which the training facility
resides is discussed from both a learning and industry
association point of view. The equipment that should go
into developing a marine professional is highlighted in
view of all the maritime sectors. Safety and survival
craft teaching aids for a sound practicing base to
alleviate the astronomical marine disasters of our time
are also brought to light.
The paper emphasizes the training needs for safer
shipping and cleaner oceans coupled‘with economic
profitability.

iii
abstract
 ACKNOWLEDGEMENTS.

I am indebted to all those who helped by way of

information. guidance. corrections and most of all
encouragement to make this paper what it is.

Mysincere thanks and appreciation go particularly to :­

The Lord God Almighty for looking after me since

birth through this project.
The Governmentsand Secretariat of the International
Maritime Organisation for establishing the World
Maritime University to encourage safer shipping and
cleaner oceans and awarding me this two-year
fellowship in the University leading to a Master of
Science Degree.

Professor C. E. Mathieu. my course professor. and Mr.

Burt Russell for their valuable friendship and time
spent in guiding me through my course and
particularly this paper. and Mr. Richard Poisson and
Miss Alison Howefor proof reading some parts of this
paper.

All the distinguished resident and visiting

professors for their in-depth and dedicated lectures
during the course.

All members of staff of the World Maritime University

and the people of Sweden and particularly Malmofor
their direct and indirect contribution towards this
paper and my two year stay in Sweden.

iv
acknowledgements
I am also grateful to the following institutions and
establishments which I have visited and in some cases
trained at.

Arab Maritime Training Academy. Alexandria. Egypt.

Ecole National de la Marine Marchande. Le Havre.
France.
Ecole National de la Marine Marchande. St. Malo.
France.
Flensburg Research Institute for Ship Operation.
Flensburg, Fed. Rep. of Germany.
Lothian and Borders Fire Brigade. McDonaldRoad..
Edinburgh. Britain.
Malmo Fire Brigade. Malmo. Sweden.
Maritime College. State University of NewYork.
U.S.A.
Regional Maritime Academy. Accra. Ghana.
U.S. Merchant Marine Academy. Kings Point. U.S.A.
U.S. Naval Academy, Annapolis. U.S.A.
Warsash College of Maritime Studies. South Hampton.
Britain.
and from which some ideas and set-ups have consciously
and/or unconsciously been used in this paper.

And finally. I highly appreciate what my colleagues,

Messers
Hasnain Syed Masood-ul of Pakistan.
Jamal Hamzah of Malaysia.
Lau Seng Chaun of Malaysia.
Olanda Menelieto of Philipines.
Wainaina Perminus Mungai of Kenya
and Wei Ning of China.
contributed by drawing my attention to pieces of
information which I have embodied in this paper.

V
acknowledgements
 QQEIEHI§

Chp Titles Page

Abstract 111

Acknowledgements. iv

Contents. V1

1. INTRODUCTION 1
Marine Casualties 2
Marine Casualty Prevention 5
Training 5

2. LAND 7
Location 7
Proximity to Industry 7
Geological 9
Environmental 10
Health, Amenities 8 Safety 10
Size 11
Buildings 11
Student Population 12
Specifications 12

BUILDINGS 13
Types 13
Planning 15
Climate 16
Noise 17
Materials 17
Adaptability of Rooms 18
Safety 19

vi
contents
 Required Clusters 19
Administration 19
Lecture 20
Student stations 20
Interior design 21
Library 21
Laboratories 22
Workshops 23
Outside Workshops 24
Aids Production Centre 24
Accommodation 25
Students 25
Staff 25
Catering 26
Sports and Games 26
Unutilized Rooms 26

LIBRARY 28
Stock 28
Copying and Security 29
Stock Management 30
Accommodation 31
Stock Spaces 32
Study Area 33
Work Area 33
Place of Convenience 34

TEXTBOOKS 35
Contents 35
Format 36
Editions 37
The Textbook Selector 36
Sources of Information on Textbooks 39

vii
contents
TEACHING AIDS PRODUCTION CENTRE 41
Printed and Duplicated Material 42
Non-Projected Display Materials 44
Still Projected Display Materials 45
Audio 46
Motion Picture (Audio Visual) 49
Computer Mediated Material 50

LECTURE ROOMS 51
Auditorium 56
Offices 59

LABORATORIES 61
Chemistry and Hazardous Materials 62
Physics 63
Electrical 64
Electronics 65
Pneumatics 66
Materials 67
Thermodynamics 66
Fluid Dynamics 69
Hydro-dynamics 69
Tow tank 70
Water tunnel 71
Language/Communications 72
Computer 74
Navigational Aids 76
Simulation 77
Radar 79
Ship handling 80
Engine 81

WORKSHOPS 84
Bench Work 87

viii
contents
 Machine 86
Metal Joining and Cutting 92
Heat Treatment 94
Diesel 96
Boiler 99
Steering Gear 100
Pumps 102
Refrigeration 105
Seamanship 108
Maintenance 110

10. OUTSIDE WORKSHOPS 112

Fire Centre 112
Survival Centre 120
Boat Centre 125

11. TRAINING VESSEL(S) 126

Fishing Training Vessel 130
Merchant Training Vessel‘ 132
Bridge for training 132
Engine room 133
Lecture room(s) 135
Dining 8 recreation facilities 135
Accommodation 136
Emergency systems 136

12. CONCLUSION 138

Staff 141
Application 141

Appendices
1. Total losses during 1965 144
2. Total losses during 1965 by flags 146

ix
contents
 3. Samples of chemistry lab equipment 147
4. Examples of bench work tools 146

Bibliography 149

X
contents
 I NTROIDUCT I ON
International trade is a must for every country. both
d9Ve1°pedand developing. as total self sufficiency is
extremely difficult if not totally impossible to achieve.
Climatic and natural resources’ uneven distribution are
the main reasons for inter- dependency amongcountries.
International trade benefits both sides. It allows each
country to specialise. maximizing on resources to produce
commodities economically.
These commodities. in international trade. are
produced in large quantities. Most of them are raw or
semi-processed materials (especially for developing
countries in the West Africa sub-region) and hence low
value commodities. The cheapest known transportation mode
for such commodities (apart from pipe lines for fluids) is
the sea. that is. shipping. So until another means more
economical than shipping is developed. countries will
depend on ships for imports and exports. These other less
expensive means will not in the very near foreseeable
future be feasible.
In addition to providing a vital transportation mode.
the sea is a source of vital nutrition for the majority of
mankind. This is well seen in the number of fishing
vessels and fish landings in the various coastal towns of
the world. 3
One may argue that a country does not need a fleet of
ships. as the country could depend on foreign flag vessels
for transportation and fish harvesting.
On the contrary. apart from the above. national
sovereignty and defense purposes. which can never be
quantified. will best be served by national vessels. It
is also an economic advantage to owna national fleet.
Couple to this minerals. energy. sand and stone and other
material wealth that the oceans are capable of giving and
the Seas become a potentially invaluable asset. One must
not forget the United Nations’ International Lawof the
Sea Convention for utilization of these resources. This
brings to the forefront a worldwide awareness of the seas’
virtually unlimited resources. In addition. the inland
waters also contribute to most of the above mentioned
resources. There is a need to develop ports for the safe
harbouring of ships and to provide equipment for all these
oceanographic ventures.
Personnel need to be trained to operate these
vessels. ports. fishing gear and mining equipment safely
and efficiently without polluting the environment.

MARINE CASUALTIES
Maritime casualty statistics makes for very unsavory
reading. but people tend to look at them as just facts and
figures. As such. they are far removedfrom real life.
especially when reported on a world-wide basis as the
following tables of total losses of vessels show.

Summaryof Total losses during 1987

% of
Gross Tonnage
No. Tonnage Lost
Foundered 101 395.217 30.76
Missing 4 46.994 3.19
Fire, Explosion 27 95,672 7.45
Collision 24 96.031 7.46
Contact 7 21.341 1.66
Wrecked. Stranded 43 296.209 23.22
LQ§L;. 2&9; ‘W R §§§..§§Z Z§;ZZ
TOTAL £12 li.Z.5.$lll.§l LQQTQQ
HMlosses other than above (e.g. mines)

2
introduction
 ‘source’ "L1°Vd'5 Register Casualty Return. 1987"!

In the Sameway. statistics of lives lost will present a

similar picture.

Summary of Lives Lost. 1984 to 1987

1987 1986 1985 1984

No. No. No. No.

Foundered 523 428 440 317

Missing 73 as 32 66
Fire. Explosion 29 29 94 51
Collision 3.156 448 14 54
Contact 0 7 3 1
Wrecked.stranded 34 27 9 6
Legs. 2:9. 21 43 az zg
IQIAL Ll!E§ §L§$l 1lQ§Z §l§ §§§

*Source: “Lloyd's Register Casualty Return. 1967"*

If we regionalize these casualty statistics (appendix 1).

and better still nationalize (appendix 2). the picture is
brought closer to us.
It becomes unbearable when they are further broken
down into ships, towns. families or personal names. Then
even governments become aggrieved and concerned. Let us
take the "Herald of Free Enterprise" case as an example.
It leaves being a number(inside a statistics table) to
being a heart rending disaster when we look at the
persons involved. The ferry itself then reflects on the

3
introduction
owners. The credibilitv of the managers and crew then
c°me5 into play' with Pressure from family members of the
dead. may their souls rest in peace, and insurance
companies. the British Governmenthas then to table
motions in respect of roll-on-roll-off passenger vessel
resolutions at the international level.
This example may seem far removed from somebody on
the other side of the globe. The thirty-eight foot
fishing vessel. "Amma Della". registration no. JF54.
capsizing during its christening and trial with a choir on
board (with crew totalled forty persons), drowning seven
persons. brought homethe ill effects of a marine casualty
to the fishing port of Tema in Ghana. This sad event
occurred on the 17th day of August. 1985. just around the
fishing season. The "M.V. Keta Lagoon". a heavily laden
general cargo vessel grounding just off the Temafishing
harbour for three days. further makes one aware of the
expense and delay marine accidents can cost a nation.
There are numerous cases of such accidents. The
question now is. "Could these and other such accidents
have been prevented?" Is there a small capital cost
outlay that could have offset all these big economic
losses and social inconvenience? Whois at fault in these
marine casualties? Is there enough human knowledge.
technology and resources to prevent marine disasters?
Humansalways tend to take things for granted until
the inevitable (due to our actions) happens. For
instance. Nigeria does not worry about marine pollution
control until a tanker inadvertently discharges thousands
of tonnes of crude oil along her beaches. Should Liberia.
Ghana, Seirra Leone or Gambia wait for such a spill before
makingthe necessary plans to control. or better still.
prevent such an occurrence?

4
introduction
MARINE CASUALTY PREVENTION
There is enough human knowledge, technology and
F95°UrCe‘O Prevent or at least minimise the severity of
marine accidents. In every marine casualty. there is a
humanerror factor which. had it not existed. could have
reduced the severity of the accident. if not prevented it
totally. Lives need not be lost unnecessarily in the
marine environment. Huge financial losses and social
sadnesses can be prevented by directing resources properly
in the marine industry. It is becoming an accepted adage
that "if one goes the cheapest way. one ends up on the
expensive side". Wemust apply both science and art to
the marine field. This is because the old form of marine
resources reaping. which was an art. is no more valid if
marine accidents with its attendant ill effects are to be
prevented.

TRAINING
The best approach is to give the people in the marine
industry the best training available. and to encourage
them to apply the knowledge so acquired to their trades.
Everybodywill agree that a fire extinguisher in untrained
hands will be more of a liability than an asset when there
is a fire. Is there any point in entrusting a multi­
million dollar set of equipment to an untrained person?
Howcan we entrust life to people who are not propenly
trained? It will be pure economic suicide coupled to
social injustice to all parties involved.
Marine personnel must be trained. This can best be
done in an organised set up which invariably means a
training institution: an institution wheremistakes can be
made (simulators) without causing any deaths or economic
losses. Under qualified trainers. the tiro mariner can be
sure of receiving the best knowledge and remaining abreast

5
introduction
with mode?“ trends - technology and resources and their
utilization. The old hands already on the job can also
come in for refresher courses.
A Chinese saying goes like this "If your investment
is for one year. plant rice. If it is for ten years then
plant trees. but if it is for a hundred years. then one of
course has to train humanbeings". The marine industry
has been in existence at least since Noah made the ark to
save a pair of each species of animals and birds (seven
pairs of each clean species) during the flood (Genesis 6­
8). And this industry is going to stay with us for
sometime more. The marine industry must therefore invest
in human training so the marine industry may continue to
support us. Wedo not need to sacrifice human lives.
expensive floating and fixed machinery. commodities. etc.
when not necessary. Proper training will go a long way in
making the oceans safer and cleaner with higher
profitability.
There is therefore no doubt that the need for a
maritime training facility is of paramount importance to
every nation. not excluding land-locked ones. This
training institution must have all the necessary
facilities to achieve the aforesaid goals; harvesting
marine resources profitably without endangering human
lives and expensive property.
This paper therefore looks at the hardware
ingredients that need to go into such a training institute
as this is where the big capital outlay is.
In the end. the paper hopes to have come up with
recommendations of a hardware set-up which any new or
emerging maritime training institute should plan for. and
existing training facilities mayuse for improvements.

6
introduction
 I.J&IGID

No situation is permanent. The environment in any

field is always changing. some of the changes turbulently.
others, unnoticeably. Planners and policy makers
therefore have a difficult task meeting the demandsof
such environments. They must take the changing trends
into consideration and predict the future needs of
whatever field they are dealing in. Without this. they
will turn out to be ineffective in their jobs.

LOCATION
The marine industry finds itself in the following
situation. The environment is changing constantly.
Technology. political and even other non-marine fields
have a direct or indirect bearing on the needs of the
marine industry. To meet the needs of the industry. one
has to be in close contact with itt and this is no less
true for educational planners. The manpowerturned out of
any educational establishment should match the immediate
as well as the future needs of the industry that the
educational establishment is feeding.

PROXIMITY T0 INDUSTRY.
Qlgse contact between the educational institution and
the industryythen becomes a must. Information flow from
one to the other is to be ensured. Reliance on each other
becomes a pre-requisite for any improvements and
profitability.
With modern technology. this closeness can be
achieved in various ways. The postal system can be used.
This is good where there is no need for personal presence
on the scene nor urgent information transfer which should

land
be aC¢°mP1ished in minutes or hours. Telephone and radio
tran5mi551°n5 Coupled with telexes and computers can speed
up such transfers. With the space age, the world has even
become "smaller" with aeroplanes travelling above the
speed of sound (Concord). Any of these transportation and
communication systems can be used to bring the maritime
training facility close to the marine industry. As many
of these communication media as possible should be
combinedcost efficiently and effectively without losing
the objective - closeness of the industry and training
facility.
In certain instances, the changes in the marine
industry are brought about by research in the educational
institution. One does not have to question the interplay
or closeness in such a case,
Physical nearness is very important. Trainees have
to make field trips to the vessels. ports and other marine
installations. especially on equipmentthat the training
institute has not modelled or simulated. Real life size
equipment in operation is the best teaching aid any
trainer can hope for. As most developing countries have
neither the means for a lot of equipment (for the
institute) nor for simulators. the location of the
training school should be very close to the port facility
(and/or the marine industry).
Where transport and telecommunication are a problem.
the VHFtransmission range should be the limiting distance
to enable the educational establishment to contact the
industry.
The nearness to the industry allows the instituteto
take advantage of the experienced staff the various
companies in the industry have. This will be in the form
of visiting lecturers. In return the institute can
provide facilities for tests and investigations to the

land
indU5tFY- C1059 co-operation can be seen here. Workers
can 99t daY (OF Part daY) releases to attend part time
C°“r595- t° keep abreast with modern trends or to upgrade
and still not be absent from work as one can be called in
case of need. One must not rule out the possibility of
locating the educational institution remote from the
"centre of action", especially to a place where cheap and
easy transportation and communicationfacilities are
available.
All the same. it is worth noting that. staffing a
remotely located institution can be extremely difficult as
one maritime academy in Africa has found out too late.
Most staff will not like to take up appointments in an
out-offthe-way location with limited amenities like
transport and telecommunications.

GEOLOGICAL.
The site chosen must be checked for erosion if at the
very edge of the sea. Expensive buildings with their
equipment can be washed away by sea erosion as another
training institute in Africa has learned at a very great
expense. A good survey in this respect is called for.
Sea defense walls may be erected to check such erosion.
but this will depend on the cost factor.
Silting can also be a problem if the shore line is to
have a "harbour" built on it for sailing practices and a
training vessel. If the silting is not very heavy. and
the institute has students undergoing dredging courses.
advantage can be taken of this and dredging equipment and
practical training arranged here.
Earthquake zones should be avoided unless quake proof
buildings are scheduled. In addition consideration should
be given to landslide localities. This phenomenashould
deter locating the institute in such an area.

land
 Not wantlng to 90 much Into geology. it must suffice
to say that the kind of rock structure must also be taken
into Consideration. This will alleviate differential
_51nkaQ90f bulldlngs leading to cracks and final failure.

ENVIRONMENTAL

Though the educational institute should be near the

industry, one should not lose sight of the fact that it is
3 faCi1ifY for learning. Learning in this respect goes
with serenity. Noise and distraction should be almost zero.
(of course except the noise generated by the facility
itself). Being situated somethree or four kilometers
away from any public roads should take care of this.
Fresh air without pollutants is a cheap but healthful
ingredient to humanliving and the training institution
should be located away from factories and other industrial
sites. Student population density can affect the air
quality especially in confined areas such as lecture
P001115 .

HEALTH, AMENITIES 8 SAFETY

Insect and bacteria breeding is associated with wet.
damp and marshy lands. These areas too should be avoided
to curtail diseases and epidemics in the training
facility. Gooddrainage. either natural or artificial
should be part of the chosen site; This brings in sewage
disposal in connection with good sanitary and potable
water supply. The planner has to ensure that these
amenities are in easy reach or arranged for. Electric
power supply for teaching aids and services is a must in a
marine academy. If the national grid is to be the source
then for initial cost purposes, this must be considered
during this locating stage. In somecases. all these
amenities may be catered for by private plants belonging

10
land
to the maritime training facility. This arrangementwill
yield an independence in location though the initial
capital outlay and running cost will be high.
Apart«from noise. as mentioned earlier. safety of
students and staff may demandlocating the training
facility away from hazards such as highways, railroads and
high tension cables.

SIZE
The size of the land is determined by the range of
courses and activities the institute is going to offer.
In any case. there should be enough land space for
classrooms. lecture rooms. laboratories, workshops.
auditoriums, libraries, store rooms. administrative
offices. on campus accommodation, messes, recreational
facilities, physical training grounds. sick bay, parking
lots and staff quarters.
Depending on climatic conditions and availability of
land, these buildings can be spread over a large site or
skyscrapered onto a small plot. Price of land too is a
great contributing factor in this size selection. A well
spaced set of buildings with trees for shade and beauty.
with a landscaping to match will be more conducive to
learning than the cramped skyscraper type. Good scenery.
especially of nature, has a calming effect on a tired
brain.

BUILDINGS
A master plan is essential for the general layout.
This will help a lot in determining the land size
required. There are basically seven types of building
layouts possible for a training facility. F. G. Knirk in
his book "Designing Productive Learning Environments"
names them as corridor, finger. courtyard, loft. circular.

land
cluster-and campus types (discussed at length in next
Chapter "Buildings”). The selection of buildinq(s) for a
particular training facility should dependon:
(a) climatic conditions,
(b) curriculum to be followed.
(c) economic limitations.
(d) sizes and special features of rooms. and
(e) space availability.
Wherebuildings already exist (using an old building or
facility) additions and/or modifications maysuffice, in
which case land size is predetermined. It should of
course be borne in mind that the type of buildings chosen
can determine land size and land size can put restrictions
on the type that can be built.

STUDENT POPULATION
Student population also has a bearing on land size.
In any case. future projections should be made when
deciding on land size to offset any need that may arise in
the future for a total shift to a new site. This will
mean land big enough to accommodate any future expansions.
There have been instances where whole institutes had to be
relocated. or "transported". This is a very expensive
undertaking. so as big an area of land as practicable
should be acquired.

SPECIFICATIONS
For a student population of two hundred. a land area
in excess of zero point three two five square kilometers
(0.325 sq. km ='80 acres) with a water front length of six
hundred metres (600m) may be needed. It is worth noting
that a higher or lesser student population figure maynot
mean a proportional adjustment in the land size.

12
land
 BUILDINGS
To house the various equ1pment and tralning
_pr°ce55e5' buildings will be needed. Structures of this
nature Should basically safeguard the training institution
from the elements.
The general outlay of the buildings of the training
facility has a bearing on the efficiency of the learning
process as stated by F.G. Knirk in "Designing Productive
Learning Environment".

TYPES
In some ground plans, e.g. corridor type (see next
page for sample plans), natural ventilation is assured
which means a generous number of windows should be enough.
Stacking of floors is vertical in this corridor type floor
plan. The courtyard and finger types have horizontal
stacking but if both kinds of stacking are employed. then
artificial ventilation comesinto play and the possibility
of distraction of students in the inner court area should
be considered.
One should not forget that the greater the number of
exterior walls a building has, the more expensive the
building becomes due to heat insulation and strength
members required. In any case. in heavily populated urban
areas, multiple storey (vertical stacking) is unavoidable.
The loft type of building is‘very good for air
conditioning and frequent student movement. i.e. changing
of roomsfor different subjects. Unfortunately artificial
means would have to be employed to take care of any noise
and odour that may be generated by building users due to
the poor noise and odour properties of the loft type plan.
For ease of students shifting form one learning room
to another during lesson changes with some spacing to

13
buildings
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14
buildings
offset poor noise. odour and air conditioning costs, the
cluster type may be chosen. This enables one to group
related facilities in one area e.g. kitchen, messes and
bars in the same cluster.
The campus type arrangement combined with the cluster
should give the two worlds of nearness of like facility
spaces and spacing. The campus type alone yields long
distances of travel in-between locations. Students have
to walk (or ride) long distances for short breaks and
lunch periods. Depending on the size of the training
facility. it can be inconvenient to have only the campus
type. On the other hand. marine training facilities on
para-military programmes. use the distances between campus
type buildings to "double-up" trainees as a form of
constant physical training routine. A cluster can also
include any one of the other types and various clusters
can be formed into a campus. This will be the approach in
this paper.

PLANNING
It must be stressed that educational and
architectural staff (consultants) will have to work
harmoniously to produce the best possible general outlay
and even individual room design to yield a maximum
efficiency of buildings. All national. state and local
rules as to educational buildings should be complied with.
The educationist(s) will be incharge of programme
specification and this will embodythe number and type of
spaces including those necessary for the instructional
media needs projected. In addition, space utilization for
economy(multiple uses) and relationship of spaces will
have to be supplied by the educationist. Though no human
can predict the future with certainty. fact based
assumptions can reduce the error margin appreciably. The

15
buildings
architect then translates these specifications into the
physical plans.
In general. a systems approach should be used where
each building. room. facility and access-way will
contribute to the overall goal as opposed to being dis­
jointed and independent.
Though all buildings should generally be good looking
and blend into the general scenery and background. they
should not be "award-winning" but rather functional. The
structural engineering should be undertaken by qualified
competent people.

CLIMATE
Buildings should suit the climatic conditions.
Cooling. either by outside air currents or air
conditioning. and heating either by "body heat” or
external source should all take air changes into account
to prevent drowsiness and cold or heat exhaustion. The
comfort zones of human beings in respect to temperature
and humidity should be maintained. Where specialized
equipment is installed. the manufacturers’ specifications
as to room conditions should be adhered to. Lower
temperatures are required in active areas as comparedto
inactive parts. (An active area is one in which energetic
work is undertaken by students as compared to an inactive
area where students may sit and only‘listen to a lecture).
Heat pumps may be considered because they can be
reversed during different seasons. Ventilation systems
should be flexible enough to allow for 100%outside air
and recirculation if and when the need arises. Most
designers tend to neglect the heat produced by lighting
sources but this can offset a well planned and constructed
system.
Colours. in addition to their psychological effect.

16
buildings
haV9 3 reflecting and absorbing factor both for heat and
light. This too should be considered.
Trade Wind direction. can be used with windows very
economically. The sun rising and setting points during
various seasons can be combined with trees for shade and
heating (when leaves are shed). This can a15o cut down on
lighting bills if considered in the planning stage. The
trees can act as wind breakers if properly embodied. In
the SameVein. buildings’ orientation to one another and
the prevailing wind direction should prevent dust.
obnoxious and distracting scents from permeating areas
where mental concentration is demanded.

NOISE
Acoustics both for the rooms and the general plan is
very important. Though the educational facility may be
very remote from any external sound source. self generated
noise can be a nuisance. A typical example is the power
plant workshop containing a couple of mediumspeed diesel
engines. This means some buildings must be removed from
others. Sound barriers consisting of any one or
combination of hedges. trees. earth-embankments and
masonry walls close to the sound source can reduce the
sound intensity at the protected area.
Concrete floored corridors acting as sound tubes for
footsteps and coughs can be countered with notice boards
of sound absorbing materials.

MATERIALS
The materials used in the construction work should be
of good quality. They should also be durable and easy to
maintain. Availability on the local market should be a
must to prevent long waiting periods for replacements
especially where foreign currency is hard to come by. One

17
buildings
must consider the initial cost for the available
alternative materials and their running and maintenance
costs.

ADAPTABILITY OF ROOMS
Flexibility in the buildings should be a must_ with
fast changing technology, educational facilities quickly
become obsolete and incapable of meeting demands. It is
therefore an advantage to erect buildings with all loads
borne by the external walls. This leaves the internal
partitions to be non—loadbearing, making internal re­
arrangements easy. This adjustability of roomsize can
help the training facility modify roomsize and
arrangement at a very minimal cost. Operable, folding
partitions. portable or demountable walls can then be
used.
The media for instruction too is changing all the
time. Wiring in buildings should also be flexible. Some
training facilities even allow over a 400%excess of
required conduit piping to allow future additions and
alterations without incurring expensive structural
(building) modifications. These conduits, are to be in
walls. floors and ceilings. This kind of treatment can
also aid in complete shifts in blocks. An example is a
case where an administrator's or lecturer’s office is
turned into a computer laboratory ten years after
constructing the building.
The redundancy expressed here is very inexpensive.
comparedto the cost of the building. The utilities
(wiring and piping) should not restrict space arrangements
so conduits should be preferred to open piping and wiring.
Pre-fabricated buildings are becoming commonplace.
The construction time is less and some are even re­
locatable. "Portable cabins" in the form of containers

18
buildings
can be easily shifted about for small rooms some
training facilities have a numberof these containers
combined to form units for simulation laboratories

SAFETY
The outlets of the buildings are to be such that
escape from any point in a building is less than forty
meters. This is important for safety purposes. In
countries where national safety regulations are more
stringent than this. the national rules should apply._ The
escape in mind here is to the open air where the people
will be removed from danger when there is a fire or
similar haiard. Wherea building is multi-storey. more
than one set of staircase may be needed to satisfy this
condition.

REQUIRED CLUSTERS
ADMINISTRATION
The Administration block (or cluster) for a maritime
training facility, and for that matter any facility, will
depend on the size of the facility and its organizational
structure. A general guideline therefore will include
staff offices, stores and lounges. These should be
further broken down into principal’s office (may be with a
secretary's), assistant principalls office, general
office. financial office(s). administrative office(s) and
main lobby. There also need be one or two stores in the
administrative block (cluster) for storage of stationery.
A sick-bay, conference hall and registrar's office
may be found here depending on the size of the set-up and
expected functions. A lounge may be provided here for
staff relaxation.

19
buildings
LECTURE"

The Lecturing and learning (classroom) cluster should

have enough lecture/classrooms to accommodateall the
various classes for academic work. This block should
include rooms for navigation. engineering. etc and for the
different levels.
In general. the corridor type building with vertical
stacking should suffice. but in hotter climates. only one
half of this type can be built with the samevertical
stacking because of air conditioning bills. The corridor
turned into a verandah (and possibly one on each side)
should take care_of the sun's glare and provide a cool
shade round each floor.

Student Stations.
The maximumnumber of students per class should be
predetermined to know the exact number of student stations
to be catered for. As per Edgar L. Morphet’s "Measurement
and interpretation of school building utilization".
student station space varies from 0.76 square meters to
2.6 square meters depending on the type of furniture used
by the students. For marine training where engineering
drawings and charts are used, the higher space per student
station should be provided. Morphet describes (in his
book) an analytic method to compute the exact percentage
utilization of a roomand of student stations. This
should help in determining specifications.
As student numbers can shrink (especially in marine
training facilities these days) the movablepartitions can
be used to full advantage. With workshops and
laboratories. the time table can be so arranged that a
class (or two if enough classes) may always be in the
workshops and laboratories to reduce the number of lecture
rooms required. Improper adjustment of the education

20
buildings
programmeto roomutilization will yield very low figures
whenMorphet’s criteria are applied. Periodic uti11zati°n
analysis can help determine changes in the programme
and/or building spaces required even when the training
facility is in operation.
Interior Design.
The interior design seriously affects the adequacy of
the building as to its use. A loss of teacher control may
result if the room size and shape are not well planned.
The teaching aids to be used in each room also should be
pre-planned.
An auditorium. large enough to seat all students.
should be included if such a gathering is envisaged. It
may at times be designed to seat more if a larger audience
is expected. This room has the lowest space per student
station because of the type of furniture employed.
This lecture/classroom cluster can also house
lecturers’ private work or consultation rooms. Depending
on conditions, there can be one or more lecturers per such
private room and the rooms will be sized to match.
Academic departmental heads may also have offices in this
cluster. In cases where the training facility is big
enough then each academic department may have its own
cluster of lecture rooms.

LIBRARY
Storage of reference materials will be in the
Library. This block should have a serene atmosphere for
concentrated mental work. It should therefore be in an
area with the lowest possible noise. Closeness to the
lecture rooms will be an advantage for quick access but
should be balanced with disturbances especially when
students are changing rooms during a change of subject as

21
buildings
a lot of shuffling and "small talk" reigns. The library
cluster should contain rooms (or divisions) for the
storage of the collection. both for reference and
b°”.°"in9v F9adin9- Contacting library staff and library
Staff 0ffiCe(S). The number of students. subjects covered
and their depth will determine library size. The library
mayalso be used as a storage facility for all teaching
aids in cases where the maritime training facility is very
small (less than one hundred and forty students).

LABORATORIES
In another cluster of the campus arrangement (or in
the same lecture rooms cluster) may be situated the
Laboratories. Electronics. digital technique, electrical,
computer with word processing and pneumatic control
laboratories may all be accommodatedin this block. In
addition. computer controlled simulation i.e.
programmable. engine room equipment. navigation equipment
(bridge) and overall ship may have a room each. On the
other hand. they can be paired or combined in various ways
in a room for maximumroom space utilization. Some of
these laboratories may take a room or more. for example.
the navigation simulation may have a room totally devoted
to radar simulation where three or more student positions
(own ship) with an instructor's console maybe installed
and other simulators in other rooms. The rooms should be
sized according to the equipment to be used in the
learning process.
Thermodynamics, materials and chemistry (including
fuel) laboratories may also be needed. The thermodynamics
lab may be added to the next cluster - workshops. because
of the high power equipment (e.g. diesel) which are noise
producing. The training facility's tow tank (if a very
small demonstration model) may also be located in this

22
buildings
block.
Temperature' humidity and dust control may be
required for some of the equipment in the laboratory. The
building design and construction should therefore take
this into consideration.

WORKSHOPS

The Workshops are where the heavy pieces of machinery

(as compared to the light ones in the laboratories) are to
be housed. Good general planning is required here for
student supervision. Roomshould be made available for
the various power plants. arc and gas welding and cutting.
machine tools. bench work, pumps (and other auxiliaries)
and refrigeration. The size of each station will
primarily depend on the type of machinery and the room
size will depend on the number of student stations. These
stations happen to have the highest square meter space
requirement. The circular-open or loft-open type plan or
modification of either can be employed here to good
effect.
The workshops are generally isolated from the other
clusters because of the noise level. General maintenance
shops. for the whole training facility. maybe also housed
in this workshop cluster. These may include carpentry.
plumbing. painting and general works. There should be a
tools store and storage facility for the various supplies
necessary for the workshops.
The main power station or power distribution center
for the training facility should also be installed here to
enable the technical staff to have better access and in
any case feed the workshops, as they are the largest power
consumers in the set-up. Detailed planning of the
interior of each workshop is a must. A couple of lecture
rooms should also be provided in this cluster to enable

23
buildings
t9aChin9 Staff to give an explanation to students before
and even during the running Of machines that violate audio
thT95h°1d 19V91 limits. Offices and teacher working rooms
may also be provided.

OUTSIDE WORKSHOPS
Someinstallations that may be classed as "Outside
Workshops" are the fire fighting complex and the lifeboat
station. Thoughall buildings are to be "safety"
constructed and fire protected, parts of the fire fighting
cluster should be constructed with fire resistant
material. Provision should be made for smokediving
rooms. a storage area with machinery space. a briefing/de­
briefing roomand an office for the instructors.
The lifeboat station ought to be near the sea. river
or lagoon depending on the site chosen for the training
facility. This will be beneficial for boat launching and
sailing practice. Wherea training vessel is to be
berthed at the training facility, a quay will have its
rightful place at this point. Training facilities that
have offshore training programmes may then embody the
"offshore platform model" into this cluster. It is worth
mentioning that an outdoor swimming pool may come under
this outdoor workshops as well.

AIDS PRODUCTION CENTRE

The next on the list of buildings is the "teaching
aids production center". Mass printing and photocopying
room(s) at times can nestle in the administration cluster.
On the other hand it could have a room in the other aids
center. Where it is economical to make photographic
slides. video films. transparencies and posters. the
training facility should provide roomsfor studios.
darkrooms. stores. equipment installation and a repair

24
buildings
 shop. Studios for sound recordings will need acoustic
planning and visual recordings mayneed intricate lighting
control and both combined in a single room will mean a
combination of the two effects.

ACCOMh0DATION
Students.
Students may be housed in a hostel on the training
,facility or in their various homes. A combination of both
is advisable. Pre-sea (cadets) and junior trainees are to
be housed in the hostel to enable trainers to inculcate in
these students the discipline necessary in marine
operations. Single cadets can be paired (or even grouped)
per room.in this hostel. The grouping of trainees (or
pairing) is to instill team spirit in these trainees.
Using the corridor or finger plan. rooms for each or the
groupings of trainees. space for toilets and washing
‘facilities and a porters’ lodge or offices should be
provided. A couple of rooms may be arranged as lounges.
’ I .

Sfaffl,
~ Staff accommodation may have to be provided if the
,training/facility is far removedfrom the nearest urban
area. .As a minimum. accommodation should be provided for
the Cadet Commandant(and assistants if any) who can then
keep a watchful eye on the students. Other staff being
accommodated on the compound will have the advantage of
less commuting and rather more time for research work and
student-staff interaction­
One-. two- and three-bedroom houses may be needed.
Corridor type flats mayalso be built in addition to the
c houses. The number of each constructed and relative
positions to other buildings will depend on the staff
A to occupy it.
member As a rule of thumb, the Principal

25
buildings
(or assistant). heads of departments’ someof the
19CtUF9F5- in5trUCt0rs and general staff will be housed
on-campus. This selection will depend on job functions
i.e. whether the person may be needed any time in the
twenty-four hour period or not.

CATERING
For feeding purposes, where students are housed on­
campusa catering cluster should be built. This facility
will also help when work makes staff and students (non­
residential) stay over during lunch time. This cluster
should house the.kitchen. food and catering stores. the
serving area. the restaurant (seating area) and most
likely a bar. At times. the restaurant mayhave a staff
section cordoned off the students’ section. Lounges can
be arranged here for relaxation and/or reception. A small
games room for before and after meal student interaction
will not be out of place.

SPORTS AND GAMES

The climate and popular games in the locality where
the training facility is located will determine what
becomes part of the outdoor sports complex. The indoor
games complex may be situated nearby.

UNUTILIZED ROOMS M‘

All said and done. poorly located rooms must be

avoided in all buildings. The more so for classrooms as
poorly lighted. heated. and ventilated rooms are always
under utilized. They tend to end up as "junk" stores.
Remotely located and proximity to other rooms make some
spaces unattractive and end up in neglect. Sanitary
facilities are therefore to be well designed and stores
appropriately ventilated to increase the quality of

26
buildings
adjacent rooms. Morphet in his utilization measurement
book stresses good floor finishing. prevention of
stuffiness and dampness as the negative effect of these is
to drive both learners and teachers to seek better
accommodation elsewhere. This in almost all cases may be
offset by simple maintenance. If the buildings cannot be
maintained. then they need not be put up in the first
place. What is the point in spending money on a building
when some of the rooms in it cannot be used?
 I_I[E3E?}E?1f

The aims of the library will be to support the needs

of the institution's teaching in the form of reference and
research by acquiring an essential collection of
information and literature in subject areas relevant to
the institution's curriculum; and to serve the nat1ona1
marine industry where there is no such facility. It
should also provide advisory service to assist students.
staff and any others. to exploit the collection and other
information sources fully and economically.
Such a collection will include amongothers. volumes.
periodicals. newspapers. tapes. video tapes and
transactions.

STOCK
The library base stock (and most others) should be
acquired on recommendation by the faculty members. The
onus of quarterly. semi-annually. or annually additions to
the base stock should also lie on the faculty and the
librarian. These people are_to search book sellers’ and
publishers’ catalogues and bibliographies to prescribe
additions and replacements as necessary to keep the
library current.
The stock is to supplement textubooks. In a small
institution. the library can also be in charge of these
text books. The stock also provides an aid to teaching.
by offering references to all and a range of alternative
and further reading for those who have the time and
ability to explore sometopics in depth.
For class reference purposes. multiple copies should
be purchased. This will alleviate students queuing up for
a particular volume due to a reference assignment given by

28
library
a lecturer. Putting limits on borrowing time (or
reference only) may also help.
Though Subjects dealt with in a marine institution
will basically be marine. electrical and electronics
engineering. nautical science and radio. it will be
advisable to include material on management.finance.
education» economics. law. etc.. as all disciplines embody
these subjects for fuller application of the dfscipline.
The marine industry needs these even more as competition
in the industry is now keen. Where there is financial
constraint for acquisition of material in the above
subjects. provision should be madefor inter-library
loaning. and for that matter all other materials not
available in the institution's library.
There are over two hundred and eighty (260)
periodicals which can be of use to any marine institution.
If courses cover shipping. ports. shipyard. ocean—mining.
fishing, etc. the list would be even larger. To subscribe
to a wide range of periodicals will mean a handsome sum
though most of them may be obtained through donations.
Here is where the institution's library ought to double as
an information source to the national marine industry as a
whole. With the institution near the industry. graduates
(working in the industry) can use this library facility to
aid in their work and developments. If well organized.
subscriptions from contributions from the industry can
help the up-keep of the library. Periodicals carry recent
developments and,information. Most even have citations on
volumes and other materials available. This source is
therefore an invaluable one and should be provided for.

COPYING AND SECURITY _ \

Photocopiers are becoming part of industry and even
institutions. A library is therefore not complete without
4

29
library
 one-Ufiless one wants. o write out everything one wants in
,long hand and draw out complicated diagrams manually.
students and Staff maYbe allowed free copying. a limited
free C°PYin9 OT PBYfor all copies on the copier depending
on the financial burden on the library.
~ It is impdrtant that the copier is not used to
_infringe on copyright regulations.
Books being‘taken away. accidentally or
»intentionally. is very commonin almost all libraries. We
‘therefore have to consider security (of materials)
while discussing stock. The electronic surveillance
system is becoming commonin libraries. J.K.Roberts says
in his ‘Report on the Library of the World Maritime
University. Malmo. Sweden of 1988’ that "an electronic
security system installed at the exit can be expected to
prevent over 90%of such losses. It is more effective and
less intrusive than manual forms of security". He goes on
to add that "it is unfortunate and regrettable that it is
the most used books which tend to disappear".
Physical preservation of the stock, apart from
thefts, can be achieved by air-conditioning and the use of
non-harmful chemical preservatives. in the form of
insecticides.

STOCK MANAGEMNT
For economic and full stock utiflizition reasons. a
form of cataloguing (most likely card by authors, titles
and subject) will be essential. This must always be kept
up to date. A record of borrowed material (may also be
card system) should alsofbe kept. These will make
searches for particular materials easy.
A computer in the library will also be a real asset.
A lot of computer based library management systems_are on
the market which are good for school librariesfi They can

30
a library
help with anY combination of the following:
(a) stock lending and control
(b) recording loans
(c) automatic overdue notices generation
(d) book and periodical ordering '
(e) inter-library loan request
(f) catalogue preparation
(g) budget control of orders and expenditure
(h) follow up of orders which are slow to arrive
(i) analysing patterns of library usage (with loan
records as input) especially of over and under
utilized areas of the stock.
A PC with a dot-matrix printer. connected to the telephone
network via a modemcan even expand the range of use.
This can help with on-line searches for a small
institution that can not justify heavy investment in
printed abstracts and indexes. This kind of terminal-will
put the whole world's database at the library's disposal.

ACCOMMODATION
Having dealt with the stock and equipment. one finds
that the need arises to house this library. Going back to
the aims. one immediately sees the criteria for library
accommodation selection which are:
1) to store and preserve the stock of books.
periodicals, etc so that they can be readily accessed
by staff and students
2) to provide facilities for study. and in particular
for work using the stock
3) to provide a place where students and staff may
contact library staff for assistance with
exploiting the stock and finding other literature
and information
4) to provide a workspace for library staff to carry

31
library
 out the various
' ' - ­
administrative procedures
connected with the library's operation
STOCK SPACES

0“ 5t°ra9e- 5h91Vin9 takes priority. Shelves should

be arranged such that all material is easily visible
(titles and/or call numbers), alleviating unnecessarily
disturbing the arrangement. The shelves should also be so
arranged that minimum noise is made with enough room among
the various banks of shelves for ease of movementof
patrons. Of course lighting should be adequate.
especially where the lighting is installed in the ceiling.
As mentioned earlier, labelling banks of shelves in large
block-letters with the cataloguing as a guide should be
adopted. The average height of a shelve is between thirty
and thirty-five centimeters (30-35cm) with an allowance of
27 volumes per metre of length as recommended by the U.K.
University Grants Committee. The shelve width can be
anywhere between twenty-two and thirty centimetres (22 ­
30cm). These figures do not preclude any special
arrangement for peculiar material in the stock.
The volume to length ratio being the most determining
factor. one must agree with J.K. Roberts that 85%
effective capacity can be considered as full for practical
purposes. and should be used in the planning stage. Space
projections should be made for future stock additions, for
example. if one thousand (1000) volumes are expected to be
added a year for a two hundred (200) student school. then
about thirty-seven to forty (37 - 40) metres of shelve
length will be needed each year. Floor space for shelving
should be about one metre square per hundred volumes.
Materials that are withdrawn should be kept in a
"back-date" room or space. In an educational
establishment, the need arises. once in a while. for such

32
library
material‘ This "archives" may be Operated (where space is
not 3Vai1ab19 in the institution) in conjunction with the
national library board which will (or should) have room
for this kind of material.

STUDY AREA
In addition to the shelving area, study and work area
too should be provided. The U.K. University Grants
Committee recommends six students per work place i.e. one
chair and 0.75m by 0.9m of table top space. occupying 2.4
square metres of floor space. This may be increased
depending on the work load per student expected. This
work space excludes seats and space for reading current
issues of periodicals and newspapers. A set of chairs and
standing room should then be arranged in another space for
newspapers and periodicals. as discussions and "small
talk" prevail in such reading areas which will temper with
the atmosphere of the study area. A background of calm
and quiet. conducive to concentrated study should prevail
in the study area. Somelibraries cordon off the shelving
space for reference material and use the same as the study
area.

WORK AREA
The circulating area is best near the exit. with the
exit having the electronic security system. The author,
title and subject card indexing can be near here for ease
of access and cross checking with borrowed material.
Table or counter facilities are to be provided with all
other necessary equipment.
The office completes the accommodation spaces of the
library. The various administrative Jobs of the library
are carried out here. Computer,printer, office
materials. administrative files and other associated

33
library
matter are also housed here. The inter-library loaning.
cataloguing and records are all kept in the office.

PLACE OF CONVENIENCE
Finally a toilet facility. though not a must. maybe
advantageously located near-by. Due care should be given
to its positioning to safeguard the learning atmosphere of
the library.
 TEXTBOOKS
The 1968 Collins English Dictionary. edited by
Patrick Hans. defines a textbook as "a book used as a
standard source of information in a particular subject".
From this then flows the fact that each subject offered in
a training institution must have a "textbook" to aid
students with this standard information for the subject.
The textbook is to complement the lecturer (and other
learning media) though there have been instances. mostly
in the arts subjects, where textbooks alone have seen
students through particular courses. The lecturer (or
instructor) will also be using a copy of the same textbook
the students are using.

CONTENT
The textbook should be selected with extreme care if
it is to achieve its aim. As the textbook is basically
meant for student use. the student should be the yardstick
for any textbook criteria measurement. The entry and exit
qualifications of the student to and from the course
respectively must determine the scope and depth of the
textbook. A too low or a too high a textbook standard
compared to the curriculum will obviate the objective of
the learning process. For instance layman's material will
waste the time spent on academic work. neither can the
students gain if the text is too technical to comprehend.
With respect to the depth and scope. the lecturer may
need extra textbooks to cover a wider spectrum. with the
selected book issued to the students lying somewherein
the middle of the spectrum. The lecturer will then be in
a position to satisfy the special need of brilliant
students wanting to know more. and the below average
students for whomthe lecturer may have to step down from

35
textbooks
the average pedestal t0 Qive basic explanations. In the
Same Vein’ the library may have to stock a copy or two of
each °f 311 the textbooks the lecturer uses for students
to reference and for further reading. But the students
may be issued with only one of the lot. On the other
hand. in a Subject where a single textbook does not cover
all topics, more than one textbook may have to be issued
to the students. Particular guidelines as to which of the
issued textbooks should be used as the base source of
information for a topic will then be needed by the
students. In a particular subject. different grades of
textbooks may also be used at different stages from entry
through graduation.
In addition to scope and depth. the treatment and
arrangement of the material in the textbook is important
if students are to use the book with reasonable ease. The
organization of the content as to the development of ideas
should be in logical sequence and flowing order.
Inferences drawn should always be justified. The
treatment should be topical or chronological, depending on
the subject. The tables of content and indexes should be
comprehensive and also easily referenced.
The language used should not be above the heads of
the students. On this note. care should be taken when a
translated book is being used. as translations tend to be
the literal rather than the original meaning.

FORMAT
Well set out and clearly printed material is pleasing
to the eye. which encourages the usage of the book by the
reader. (Here reference is to type setting. page
proportions which include amongothers. line spacing,
margins and the background grid. and the book size for
carrying and shelving.) In addition. the well set out

36
textbooks
book helps recall of information both in the long and
short terms. Good illustrations (diagrams), we11
positioned in the text. leave a more permanent imprint on
the brain than a thousand words. Add to these a good
paper quality and a good binding that can withstand the
expected "fair" treatment of textbook by students. and one
gets a close to ideal textbook with reference to the
physical quality. In this respect. paperback textbooks
should be absolutely discouraged. The possibility of
reconditioning (rebinding) after a period of textbook
usage should not be ruled out when discussing the physical
qualities.
EDITIONS
Editions differ from reprints in that the text stays
the same in the reprint though cosmetic changes might give
the reprint a different physical appearance. Thougha
better looking reprint may replace an earlier one. it is
not advisable to replace former copies with reprints
unless age and usage have taken their toll on the old
copies. With the same reasoning. a newer edition without
"major" changes in the text may not warrant a replacement
of the older edition with the new. As basic facts do not
change over "short periods” of time. textbooks do not need
replacing as often as publishers would like. The
publisher's main aim is to sell books and so he is happy
to churn out new editions with "minor" changes. Lecturers
may therefore inform students of the necessary "minor"
corrections needed to update the students’ editions.
In spite of the foregoing. textbooks should not be
too outmoded before they are weeded out. One solution to
this irony is to allow students to keep their textbooks on
graduation and the training institution to issue new
students with later editions.

37
textbooks
 It is very advisable to identify books by their
International Standard Book Number (ISBN) in addition to
the 3Uth°’v tit19- Publisher and date. This is because
the_ISBNclearly defines a particular edition of book.

TH TEXTBOOK SELECTOR
Textbooks are quite expensive and once acquired. are
quite costly to replace. The onus then lies on the
selector of the textbook to ensure that the textbook
selected satisfies the needs of the training facility.
The textbook selector must therefore have some basic
qualities.
Thoughit is not this paper's objective to discuss
the personnel to staff the maritime training facility. a
word with respect to textbook selectors will not be out of
place. but rather ensure that a good set of textbooks is
used in the maritime training facility.
The faculty is "supposed" to be expert in the various
disciplines offered by the training facility. The
lecturers and instructors are "supposed" to be specialists
in their individual subjects and hence knowledgeable in
the subjects. These specialists are therefore the best
judges as to the accuracy. reliability and authority of
textbooks. Each subject lecturer is also expected to know
the students in the class as to their reading and
comprehensionskills.
The lecturer (selector) must be familiar with a large
portion, if not all. of available textbooks on the subject
and in the grade of the students. This knowledge will
mean the selector has reviewed all the books he knows and
has a system of knowing and covering all current editions.
The various authors’ previous works and academic standing
in the subject can both be knowledge that will enhance the
selector’s outlook when reviewing.

38
textbooks
 Th°u9h k“°"19d99 Of publishers and their previous
VOTKScan be an adVahtage. the textbook selector should
not depend on these alone as new publishers can also
produce good work. The selector should be a fast reader
and not depend on a publisher's blurb but rather his own
review of the textbook.
Many lecturers accumulate a pack of notes and
handouts Oh the Subject they lecture on and refine them
over the years. This accumulated material may find its
way into a publishing house and end up as a textbook.
There is no doubt that books of this nature can be very
good. On the other hand. if such a lecturer is to select
a textbook. he will invariably choose the one he authored.
This brings in the last point in selector qualifications:
freedom from biases. Biasness'can be in the form of
ideas. royalties. nationality. and sexuality amongothers.
A selector should be objective.
To counter biasness and to ensure that a textbook is
still used when a lecturer for a subject is changed. a set
of guidelines for textbook selection may be drawn up by
the training facility. Oneof these should be a lecturer
selecting a textbook and another lecturer redoing the
whole process to confirm the selection. There is a wide
range of material to aid in this textbook selection
process. An example of,such material is the UNESCO report
entitled "Selecting AmongTextbooks", This report was
prepared by the Educational Products Information Exchange
Institutes.
SOURCES OF INFORMATION ON TEXTBOOKS
The faculty members. being experts in their fields.
are supposed to read widely and keep abreast with
developments through professional journals, magazines and
transactions. Most of these publications normally have

39
textbooks
columns on literature about to be. or just published_
Textbook publishers make announcements through
leaflets which textbook selectors can use to knowthe
latest textbook publications in any particular subject.
There are also trade bibliographies which one can use to
advantage. An example of this is the "Aslib Book List”
published monthly since 1935 by Aslib Publishers of
London. This monthly publication contains selected.
classified list of newBritish textbook publications in
science and engineering. Though most of the above sources
carry reviews. the textbook selector should not depend on
these reviews alone. The selector should in addition
review the book himself (or herself) by asking for an
inspection copy from the publisher. The inspection copy
may be returned to the publisher without any obligation
whatsoever. Of course a time limit may be set by the
publisher and this brings in the selector having to be a
fast reader.
One may also learn of newly published textbooks
through colleagues in similar institutions worldwide.

To sum up, the textbook selected must meet the

information needs. The users must all have copies whether
issued by the training facility or acquired by the
students through other means. The lecturer must also have
a copy of the textbook in addition to a range of other
textbooks that will enable the lecturer to cover a wider
spectrum in both directions than the course demands. The
textbook selector (who almost always happens to be the
lecturer) must be knowledgeable in the subject matter and
also have textbook selection qualities.

40
textbooks
1PEE}\C3}iI[IQC3 JKIIIDSS E°E?C3I3EJCZ1T]IC3rJ c:£:r¢1rra£:

In 9V9rY knowledge imparting and acquiring process.

teaching aids are a must. They take various forms. from a
simple chalk and board through audio visual cinemas to a
complicated life size half a million tonne crude oil
tanker. No matter the form and size. the main aim of a
teaching aid is to help in achieving the learning
objective.
Instructional materials. according to HenryEllington
in "Producing Teaching Materials" are used to
"* Form an integral part of the main exposition by
providing ‘sign-posts’. guidance for note-taking.
illustrative material. etc
* Provide supplementary material (background
reading, remedial or extension material, enrichment
material and so on)
* Increase student motivation by introducing visually
attractive. interesting or simplydifferent
material into an otherwise routine lesson
* Illustrate applications. relations. integration of
one topic with another and so on."
These teaching aids are to be used because they are
suitable and not because they are available. Neither are
they to be used as time fillers for an ill planned lesson.
Care and time must be taken in the planning and production
of such materials. Invariably, someteaching aids will
have to be acquired from outside the training facility and
others made internally. Simple teaching aids can be very
effective if carefully produced. They do bring
understanding where at times a thousand spoken words
cannot help the learners comprehension.
Ellington has divided instructional material into
seven (7) broad groupings which are:

41
aids center
 printed and duplicated materials;
non-projected display materials;
still projected display materials;
audio materials;
linked audio and still visual materials;
cine and video materials;
e‘Q
m
9L
tm
on computer mediated materials."

1. PRINTED AND DUPLICATED MATERIALS

The teaching aids production center of the maritime
training facility should be able to print and duplicate
all the necessary materials. An electronic typewriter or
better still a computer with a printer can be the base for
the first original copy. The complexity of materials to
be produced will determine the capacity of the computer
required. For word processing (up to a 20 page volume of
material) alone, a one twenty eight kilo byte (126k)
personal computer (pc) with a dot matrix printer will
suffice. Whencomplex engineering diagrams with colour
are to be produced, then a 640k and above capacity
computer should be planned for. Where a draughtsman is to
work in addition to the production of engineering
diagrams. a plotter capable of five colours minimumshould
also be installed.
Instructors and lecturers can handle the basic copy
of their own teaching notes and thus three or more
computers may have to be installed in a two hundred
student training facility. On the other hand. if a
computer lab is included in the training facility as
discussed under laboratories (which is highly recommended)
then the work to be done by this computer and peripheries
can be movedto this laboratory as appropriate.
On the market are various programmes that can really

42
aids center
aid one in producing enhanced. complicated, well designed
colour printed material. Different type sets and
arrangements can also be achieved with some programmes.
Advise from a consultant on this will be well rewarded
rather than computer dealers who just want to market their
ware irrespective of customer requirements.
The original copy thus produced (or acquired from
another source) can then be run off on a photo copier
rather than a cyclostyling (mimeograph) machine. If the
machine that produces the first copy is a heavy duty
machine. then it can be used to run off the number of
copies needed. There are also programmable photo copiers
on the market befitting this facility. Such a copier
should as a minimum.have the following qualities
a) able to produce double-sided (or single sided by
choice of the operator)
b) run off sixty (60) copies a minute
c) hold two thousand (2000) blank sheets in two or
three feeding trays ‘
d) hold 100 sheets (of originals to be copied)
e) magnify original up to one hundred and seventy
percent (170%) before copying
f) reduce original downto sixty-five percent
g) give ten (10) hours continuous work per day
h) staple produced copies in two places
i) have an automatic alpha numeric display for fault
and limit indication
J) produce transparencies for overhead projection.
Some of these machines take up to a metre by two of
floor space and stand over a meter high. Air circulation
is needed for the cooling of its internal working parts
and due provision should be made during space allocation.
Though this copier should be sufficient. a second
smaller copier can be installed as a back-up. This will

43
aids center
be used when the main one is being serviced or has broken
down. though servicing can be undertaken without any
inconvenience if production is well scheduled. The
capacity of this machine may for example be a fifth or
more of that of the main one. On the other hand. if small
copiers dot the other buildings (offices. laboratories and
library). then the second (stand-in) machine will not be
required.
A cutter for paper with markings for exact dimensions
should be included in the equipment in this "printing
room". The two kinds of staplers. staple remover and
perforators (matching file holes in the country) of the
heavy duty types should not be forgotten. A simple heat
binder. matched with the proper material. can help make
into booklet form sheets up to one hundred and fifty.
Beyond this number, external assistance may be needed.
Shelves and lockers in the printing room should be
arranged around the walls for the storage of reproduction
materials and records. A work bench for the small
machines should be included.
Finally a shredder or similar equipment to reduce the
size of "waste" and to dispose of excess examination
copies or other proprietary information should be
installed.
A twenty-five square meter space should be adequate
for this room. As copiers work withga humming sound. the
space should be isolated or insulated. The computer(s)
(if installed in this complex) and the draughtsman’s work­
room of about the same size can be located next door.

2. NON-PROJECTED DISPLAY MATERIALS

Models, realia and dioramas forming non-projected
materials are dealt with under "Laboratories" and
"Workshops" (chapters 7 and 6 respectively).

44
aids center
3. STILL PROJECTED DISPLAY MATERIALS
Overhead PF03eCtipn has now formed part of the basic
classroom equipment. especially in technical and higher
education. With soluble pens. overheads can be used in
lieu of the chalkboard. Permanent transparencies for such
display can (m°5t1Y)‘b9 Prepared in advance manually or
with the aid of computers and photocopiers. Overlays for
progressive disclosure can-be effectively employed. The
biggest advantage is the re-usability of these I
transparencies especially whenprepared with water-proof
over head pens and then card-board edged. A,simple table
and chair. a draughtsman’s inclinable drawing board and
instruments or a computer with graphics capability and a
plotter maybe all that is required.
Someoverhead projectors use opacity. These are not
very advisable as room darkening is a must when the
material being projected is not reflective. In any case.
only the projector is required here and material
production is very minimal as original objects or material
in already‘produced books may be projected.
Slides is_another form of still projected display.
It takes the form of photographic films mounted in
cardboard. They can be singles, arranged in circular or
rectangular carrier trays. These are good for camera
taken photographs, but of course notes and hand made
diagrams can also be put on these slides. At times, a set
of slides can be mounted on one long card board to form a
strip. Thoughre-arranging slides in such a strip is next
to impossible it has the advantage of always being in the
right order. right way up and does not scatter around when
tipped over accidentally during usage. A slide projector
maybe installed per‘hundred students in the training
facility.

45
aids center
 Cameras‘ films‘ d9V91°Pin9 and printing equipment are
needed t0 Produce one’s own slides. For a maritime
training institute of the type being discussed, it 15
Un9C°n0miC31 to Own Such production equipment unless a
Ph°t°9raPhic club is Q0ing to be encouraged among the
students. It will be muchbetter to have just a good
thirty-five millimeter (35mmor similar) camera with a
zoom lens and flash arrangement. The reel of film may
then be sent to a slide specialist (out of campus) for
developing and printing.
The office of the aids production centre or the
draughtsman’s workroom, can house the above mentioned
equipment for still projected materials production. The
overhead projectors are discussed under “Lecture fiooms"
(chapter 6) as this is where they will be used almost all
the time. though their repairs and spares may-be in the
aids production centre or the electronics laboratory.
With respect to audio linked to still visual. for a
marine academy. the film slides would be more appropriate
for an oral presentation by a lecturer. This is because
the lecturer can be stopped at any time for questioning
and clarifications. There does not seem to be enough use
of the audio linked - still visual to warrant an
installation to produce them. This kind of specialized
aid is best suited for lecturing where the same lecture is
presented with the same slides a couple of times a day
without interruption e.g. introduction to tours.

4. AUDIO
Purely audio material may have to be produced where a
language laboratory is provided in the training facility.
English language is now dominating the maritime field
world-wide. The International Maritime Organization
\

46
aids center
editing is installed then the same may be used for the
duplication. In cases where transfer to another form of
play-back other than the original is expected,
compatibility of dubbing equipment must be given due
thought before acquisition. There are recorders that are
designed to do fast dubbing. It may be advantageous to
acquire set(s) that can combine as many of the above
characteristics as possible without sacrificing
quality. efficiency and low running and maintenance cost.
Professional advice will be well rewarded.
These sound recording machines will be housed in the
main audio recording studio which should have a smaller
room (with the microphones) attached. partitioned off with
a transparent sound proof glass. The smaller room (about
four square meters) should have an acoustically designed
interior as, unlike humanbeings. microphones do not
filter out undesirable background sounds. Twoor three
chairs and a table. to seat the required number of persons
and hold written material being read. are to be provided
in this room. The main room of at least twenty (20)
square meters should in addition to equipment have shelves
and dust proof chests to hold tapes (or discs) and files.
Clocks and timers should also be provided.
If the training facility is doing special research on
sound. then bigger rooms with sophisticated matching
equipment will be required.
The running of the various forms of cable throughout
the audio rooms is very important if the maze of wires are
not to hamper work sessions. For the new audio production
center. all cables are best concealed in conduits and as
stated earlier. spare conduits should be built in for
future expansion. Old facilities modifying a room into an
audio recording center should also strive to conceal all
such cables. Careful thought should be given to power

48
aids center
supply points for the various equipment. Somemay need to
be brought in through the floor to the work points. At
311 C°5t- °n9 5h°u1d PT9V€nt personnel walking past from
unintentionally unplugging a machine from the mains,

6. MOTION PICTURE (AUDIO VISUAL)

Eight. sixteen and thirty-two millimeter (8. 16 8
32mm)cinema films can be used in a maritime training
facility as there are a lot of such films on marine
matters. Film production is rather highly sophisticated
especially when mixing sound and motion picture. It is
therefore highly recommendedto acquire such films and not
to produce them in house. _
Contrary to this. video tapes can be easily madewith
a very smal} sumand little iif any) training. xPortable
hand held video cameras Mith automatic focussing and
progfammed sub-titling are becoming very commonand easy
to handle. Fixed video cameras (classroom) can also be
used to produce reasonably good moyies to aid in teaching.
These fixed types include a focusable camera on a tripod
connected to a recorder. the whole set running on the
mains supply. One (per 100 students) or more of such sets
may be required depending on the work load of the
production centre.
‘ "For editing purposes. two custom-designed video­
recorders with a central control unit and monitors can be
used. Compatibility of equipment in the video field is
essential, considering the different systems available on
the market. Careful consultation and planning will be
needed before even a single piece of equipment is
acquired.
In nations where commercial firms are producing
marine video recorded teaching aids. it may be cheaper to
get the recordings off the shelf rather than to produce

49
aids center
them. In any case. at least. a single portable camera
(with its own independent power pack) will be handy for
recording things of special interest.
The audio studio. if available. can double as a
storage room for the video recording equipment in which
case the room may have to be increased in size by some
five square meters. Otherwise a not less than seven (7)
square meter room will be needed. Shooting will then be
done in an auditorium, classroom or laboratory if filming
is done on campus.
Audio and video materials for students’ use may be
stored in the library as part of the stock. Those to be
teacher supervised should be stored in the various
departments or in the studio if enough shelving is made
available and there is the threat of dust damagein the
departmental buildings.
A video play back set should be provided per sixty
(60) students. depending on frequency of use. The play­
back sets should be mounted on wheels for mobility.

7. COMUTER MDIATED MATERIALS

In this paper. items under computer aided teaching
are dealt with under the various places where they are to
be used.

50
aids center
 LECTURE Rooms

Learning activities are basically passive. inter­

active or active with reference to the learners. In
passive learning. students put in very little physical
effort. A teacher or piece of equipment (say a television
set) will be doing the presentation and students. at best.
take notes. Active learning demandsa lot of physical
action from students. This will involve cognitive.
affective and psychomotoricqualities of the learner. i.e.
learning by doing. The teacher will only be guiding. In
between these two forms of learning is the inter-active
type in which there is a forward and backwards
communication between teacher and learner and at times
even between learners. Facts are interchanged. question
and answers flow back and forth.
The classroom cluster should house lecture rooms.
auditorium(s), lecturers’ offices and rest room
facilities. The lecturers’ offices maybe lecture room
size but divided by movable partitions.
There should be enough rest room facilities on each
floor. For each twenty (20) student stations. there
should be a toilet bowl. a urinal and a wash hand basin
all with taps to match. .
The lecture rooms (classrooms) qf the maritime
training facility must take a very close look at the type
of learning activity to be performed in the room. The
active type of learning will be in laboratories and
workshops (discussed in other chapters) and the remaining
two - passive and inter-active. will be accomplished in
the lecture rooms. A model (small movable) may be brought
into the lecture roomfor a particular demonstration but
should not form a "fixed part" of the room setting. More

51
lecture rooms
Often than not» it is the lecturer alone who uses an aid
(model) of this nature. Students may gather round this
model for clearer viewing.
Maritime training institutes that use these lecture
rooms for private studies as well should endeavour to
provide enough table top space. Charts and blueprints.
maritime drawing instruments and several books for
reference are often used which will require plenty of
space.
The lecture rooms should be large enough to
accommodateall expected trainees during sessions.
Lecture rooms clearly defined as to their occupancy at any
given time is essential for smooth and efficient running
of any training institution.
A writing board is a must in any such room. This
helps the lecturer jot downthings as they are discussed
and allow reference in the immediate time frame. The
sight is one of the best ways to imprint material onto the
memoryof humans. The writing board is therefore the
basic and easiest means.
The writing board can take the form of a chalk board
(blackboard which is these days becoming coloured green or
brown to remove glare and reflection). They can be marked
with dots at specific distances to enable straight writing
and easy proportionate sketching. The chalk board may
take up almost the entire width of a‘wa1l and students
should seat facing this wall. Rollable or slideable chalk
boards can reduce the width of wall necessary. The board
should be at a height (about 2.2 mtrs from top and 1 mtr
from base of board to the lecturer’s sole level) that the
lecturer can easily reach and still give students at the
back unobstructed viewing. A raised podium. just in front
of the board. can help in achieving this; though the
podium should not be more than twenty-five centimeters

52
lecture rooms
high- A batten at the lowest part of the chalk board
should be provided to hold chalk and duster, Part of the
board may be metallic backed to hold magnetic models and
signs.
Thoughdustless chalk is available (its dustfreeness
doubtful). the marker board is gaining popularity when it
comes to dirt with reference to writing boards. These
marker boards are normally white and marker board pens
(felt tipped) in different colours are used. A cleaner
(duster) to match the pens are used for erasing. The
marker board is generally preferred and is a must for
rooms housing electronic equipment such as computers.
tapes. etc that cannot tolerate dust. There is also the
flip chart which consists of disposable sheets of paper
mounted on an easel. This is quite expensive and is
therefore used only when the material put on it is to be
used more than twice. They are also extremely small when
it comes to surface area.
Further, the head of an overhead projector may be
used. Soluble felt tipped pens will be used on the platen
of the projector. A piece of cloth or sponge will then
act as the cleaner (duster). A continuous roll of acetate
sheet wound across the platen can serve the same purpose.
Concerning overhead projectors. every lecture room in
the training institute should have one as part of the
standard equipment. Most overhead projectors operate on
domestic mains. A minimum power of two hundred watts
(ZOOW)and maximum of four hundred watts (400W) may be
required. Normally. these overheads use twenty-four volt
(24V) bulbs. in most cases they are of the halogen type.
They may be mounted on a trolley or in a student sized
table. In any case. side arms or provision for keeping
transparencies nearby should be made. The mounting of the
projector should be such as to give an image which is

53
lecture rooms
equal in width at the top and bottom. This keystoning is
prevented by making the axes of projector and screen
perpendicular to each other. There are screens with
special material to give special effects e.q . flow in
diagrams from over heads. One should therefore select a
projector and screen to suit the teaching requirements of
the room in question.
The screen may be mounted on railings in the ceiling
to facilitate drawing aside to enable the writing board to
be used with the least inconvenience. Somescreens too
can Just roll into the ceiling to unveil the board. A
combination of both storing mechanisms will be the best.
In lieu of these, the screen may be positioned in one
front corner of the lecture room.
The overhead being a front (installed in the front of
the room) projected form. must be well positioned to
prevent obstruction by the lecturer when indicating items
on the head. A portable hand held battery operated arrow
pointer can help in achieving this.
There is also the opaque overhead projector
(episcope) mentioned earlier. The power consumption of
these machines are high (about a 1000 watts compared to
250 watts for the transparency type). They also tend to
be heavier in weight. Though it has the advantage of
being able to project directly from a sheet of paper or
book, one needs complete darkening of the room which in
some cases can be very difficult to achieve. With photo
copying being very cheap and easy these days. it will be
most economical to photostat the material straight onto a
transparency sheet and then use the transparency overhead
projector. All the same there is the advantage of using
the opaque projector for enlarging material which can then
be traced. One or two opaque projectors for the Whole
training facility should be enough.

54
lecture rooms
 On the rostrum in the front of the room will be the
lecturer’s table and a chair to match. A chair with arm
rests. adjustable height, padded seat and back will be an
advantage. The table should have about 0.75 square meters
of top surface area and may have a set of drawers on the
side for the storage of writing materials.
The students seating area should have tables and
chairs, arranged in rows with walking spaces in between
rows and lines to aid lecturer-student inter-action and
ease of movement. The table top area may range from 0.36
to 0.75 square meters depending on materials to be used
by students during a lecture. Figures near the high side
of the range should dominate all lecture rooms if they are
to double as private study areas for the students.
The size of the lecture room should take the student
station area applicable into consideration plus a
percentage for frontage. There is no strict area
specification but the rule of thumb of between one to
three square meters per student station will generally
suffice.
A couple of cupboards may be built into parts of the
walls for storage purposes. Their capacity should vary
from one to a couple of cubic meters. depending on
materials to be kept in them.
On the rear wall of the room should be located
bulletin boards. Notices, special articles and posters to
aid learning may be posted here.
Arrangement for room darkening (in the form of window
blinds) should be provided in all lecture rooms.
Rooms. also lecture room sized. should be provided
for student lockers. Each student station should have a
locker capacity of at least 0.20 cubic meters. The
lockers may be fitted with hangers and shelves. Where the
provision made in the lecture rooms are not enough, more

55
lecture rooms
space in specially designated locker rooms should be made
available in the lecture roomcluster for storage of
materials not directly allocated to students. Corridors
and-verandahs will not be satisfactory for lockers.
4

AUDITORIUM
The auditorium in the lecture room cluster is the
room in which all large sitting functions will be held.
It should be large enough to seat the whole student body
plus another percentage (about 20%) thereof. The exact
size will depend pn the expected crowd.
The auditorium should house. for front projection a
transparency overhead projector and slide projector. and
for rear projection a sixteen or thirty-two millimeter (16
or 32mm)moving picture projector. The slide projector
may be doubled if a break in viewing will be dis­
advantageous with only one slide projector. The movie
projector should be set in the rear. most likely in a
smaller adjoining room which may also act as a store for
tapes, films. etc. and conceal sound amplifiers and
cables. The projected image will be thrown on the screen
through a pigeon-hole (recess) in the rear wall.
The length of the auditorium will determine the
luminous intensity of the various projection equipment.­
Definitely. these machines will be more powerful than
those to be used in the classrooms. «Powersupply-should
be well designed into walls, floors and ceilings as the
need might be.
Screen(s) for various projections should be sighted
in the front and well aligned for full utilization of the
screen area and prevention of keystoning. The screen may
be set at an angle to the vertical, i.e. top inclined
forward soythat the axis of the projected image is
perpendicular to the screen.

56
lecture rooms
 Microphones. amplifiers and loudspeakers may be
needed depending on the size bf room (more than 10mtrs
from speaker). At least two microphones may be needed on
the podium. They may have long extension cab1e5, on the
other hand, one fixed and another cordless may serve just
as well. The amplifier(s) used must match the system.
The loudspeakers should be set in the walls with the
acoustics of the_;oom in mind. In a large room (more than
140 sq. mtrs), multiple speakers will be needed. These
are to be positioned to prevent "words overlap" from two
speakers to a listener due to distance effects. Echoes
are also to be dealt with by good acoustic design. The
moving picture sound track should be connected into this
sound system. Where there are enough video recorded films
on the teaching material. a video set may replace or be
added to the movie projector. One can then opt for one
big electronic screen in the front or multiple television
display units supported from the ceilings round the
auditorium. These television display units should have at
least eighty (80) characters per line if they are to be
used for computer demonstrations as well. This will
prevent truncation of lines of data. For multiple display
units, multiple outlet equipped video set or adopter will
be required. Infra red. extended cable or any other form
of remote control will be needed for sets that are not
within easy reach.
In a training facility where more than one language
may be used in the auditorium. (e.g. during seminars).
provision ought to be made for translators’ cabins with
the various necessary electronics. Every seat in the
auditorium will then be provided with a channel selection
system and a pair of earphones. Each translator's cabin
will be insulated audibly but visually and electronically
linked. This system will mean more wiring with fixed
, A

57
lecture rooms
seats in the student seating area. The translators cabins
should then be partitioned with glass.
It has already comeout. howbeit indirectly (previous
paragraph). that fixed seats maybe installed. They
should be well contoured and comfortable. most probably
self folding when not in use. This will allow for walking
room in between rows. To the arm rests should be attached
writing tablet arms. These writing aid should be
retracted into the arm rests when not in use. Wherenon­
folding seats are used. enough spacing should be provided
in between rows. The rows of seats may be arched with the
rostrum as the focal point.
To prevent view obstruction, the floor of the
auditorium may be given a very gentle slope (about 10
degrees maximum). the rear being at a higher level
compared to the front. The legs of the seats will have to
take this inclination into consideration. Aseating to
match this gradient may be “uni-legged? chairs or a row of
seats mounted on a single "beam structure" which will then
be fixed to the floor. At times the floor_may be stepped
in lieu of the slope. Each step may accommodate a row of
seats. This second alternative has its problems of
cleaning and the danger of tripping people over.
In such rooms where there will/be large'gatherings.
with lots of electrical wiring. fire hazard should be
given serious thought. Hydrants and portable
extinguishers should be suitably located in-and around the
auditorium. Enough exits are to be provided remembering
not more than forty meters (40m) from any seat to the
nearest. These doorways should be wide enough,.and well
lit "exit" indicators should always be on when the
auditorium is in use. This applies when even there is
power failure. There should be at least three exits for
any auditorium seating more than a hundred (100) people

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lecture rooms
 and each exit not less than a metre wide_ The materials
used for the furniture. etc, should have fire retardancy.
Lighting is of paramount importance. Facility for
controlling the light intensity (dimming)will be far
better than Just an on-off switch. Just as in the lecture
rooms. window curtains for total darkening is a must due
to the visual aid installations.
The student-station area should be around zero point
seven five (0.75) square meters for folding chairs. A
percentage will then be added for aisle and frontage. For
say two hundred (200) students. a seating area of about
one hundred and fifty (150) square meters plus thirty (30)
square meters for aisle and frontage will yield a one
hundred and eighty (180) square meters of auditorium
floor. .
The rear projection and equipment room may be say
twenty (20) square meters of floor area and each
translator‘s cabin four (4) square meters. It is needless
to say that for any number of translations, an extra cabin
will be required for the translation control equipment.
There may be more than one auditorium. The smaller
sized ones may be less sophisticated compared to the main
auditorium. These smaller ones will be used for smaller
gatherings. Where a laboratory is big enough for such
smaller gatherings. it may serve as well and auditorium
a
duplication can then be discarded.

"OFFICES
Heads of department and lecturers’ offices should be
-in the lecture room cluster. In cases where academic‘
advisors are different from the above. their consulting
rooms may also be located in this cluster. _
The siie of each office will depend on individual
rank which also determines the work load and the

59
lecture rooms
facilities required. A working table and a comfortable
height adjusting chair ought to be provided in each
office. Shelves and cupboards (filing cabinets if
security is a concern) should also be provided in adequate
Volume for Storage. A reception lounge may be arranged
for each head of department.
A secretary for each department in the training
facility will be an advantage where the student population
is large. The secretary's office should adjoin the head‘
of department's. A table top personal computer with
.printer. filing cabinets. shelves and furniture to suit
should be housed in the secretary's office. An inter­
communication system between the head of department's and
-secretary's offices may be arranged. Wherethe training
facility is a small one, the principal’s secretary can
double up for all other secretarial functions. A
secretarial pool mayalso replace the individual
secretaries. The personal table top computer may be
replaced by a work-station hooked up to main frame
computers where the latter is the norm of the training
facility. The individual lecturer’s offices mayalso be
endowedwith computer facilities to aid the lecturers in
notes and hand-out preparations and other necessary work.
Of course the computer laboratory may be used to the same
‘end. Each head of.department’s office should have a table
top photocopier, capable of normal and transparency
photocopying.
Someof the laboratories of the training facility.
,discussed else where in this paper. maybe located within
this lecture room cluster. These will be the non-noise
and non-odour producing ones. This will depend on the
general outlay of the whole training facility.

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lecture rooms
 LABORATOR I ES

The laboratory cluster is an important part of the

/maritime training facility. The extent to which the
various laboratories are going to be equipped will depend
on the entry requirements of the training facility. Where
entrance level is low. basic physics and chemistry
experiments will have to be performed to bring out the
basic principles. On the other hand, a high entrance
level will mean trainees are familiar with fundamentals
and the equipment required will be in the upper grade.
The laboratory cluster should be the corridor or
finger type floor plan vertically stacked. As mentioned
earlier, the less noisy laboratories may be accommodated
in the lecture cluster. Amenities for the laboratories
are of utmost importance. Water may be needed in large
quantities in some rooms. Power demand (electrical) may
be high and varied in voltage and type (alternating or
direct current). It may at times go down to unimaginably
low figures, an example is power for electronic work.
"Noise" can also be a nuisance. It can be
electronic. electromagnetic. hydraulic pressure or
pneumatic noise. Computers. radio frequency
transmissions. electronic and pneumatic control signals
can all be disturbed by variations in various parameters.
Serious attention should therefore be paid to these in the
planning, building and equipping stages of the
laboratories.
The laboratories, though outlined under different
headings. may be combined in the same room depending on
compatibility of equipment and utilization factor of each
set of equipment. It is cheaper to-buy'mass produced
industrial equipment and devices and then adapt them to

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laboratories
 the specific needs of the laboratory. These modifications
‘can be done by the laboratory staff if they are worth
their salt.
Most items mentioned should be provided at each work
station unless programmedotherwise.

CHMISTRY AND HAZARDOUS MATERIALS

Chemicals and their reactions form a basic part of
the marine industry: from chemicals being transported.
through chemical corrosive effects on structures to the
treatment of fluids like boiler water and sewage. For
maritime professionals to deal effectively with this
chemical field. the basic understanding should be acquired
which implies a chemistry laboratory.
The chemistry laboratory can comfortably double up as
the hazardous material laboratory as both are basically
dealing with chemicals. Where the work load is high and
different classes will be deal with different things at
the same time, a separation in the two laboratories may be
necessary.
In addition to basic chemistry laboratory equipment
(see appendix 3 for examples). electronic weighing scales.
AC and DC power supply, compressed air and also evacuating
devices (for vacuum creation) should be provided. One may
need the infra-red and ultra-violet spectrometers
depending on the research capabilities envisaged. A
chemical oven for drying out substances will aid some
kinds of work in this laboratory.
For the hazardous experiments, students may not be
allowed to use the chemicals and their equipment. These
chemicals should be exclusively for demonstration and only
instructors may perform these experiments with students as
spectators. A couple of fire extinguishers must always be
on the ready and all chemicals should be used in only very

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small quantities. Good distances should be observed when
dealing with explosives. The bench should have a
protective cabinet built on it to seclude the experimental
environment as far as practicable. A couple of sinks may
also be so protected to allow for over-the-sink work.
Toughened transparent glasses that can withstand heat and
pressure waves and still allow viewing of the process
should be used for this protection. Complete chemically
protective suits should be provided. They will include
helmets, face shields and clothing including shoes.
Exhausting of noxious fumes and mists should be
arranged from the whole laboratory and specifically from
the hazardous chemical protected experimenting areas.
Drenching facility (shower) should be provided in the
chemistry laboratory for total douching of the body in
case of a chemical spill or splash. An eye wash or
fountain will not be out of place.
A distillation column and digital or analogue ph
meters can help students to understand some of the
principles in heating and cooling of fluids.

PHYSICS
Like chemistry. this laboratory will lay the roots of
all basic principles. Dealing with matter. energy. motion
and forces. the practical training to be acquired in this
laboratory will help students cope with the complex
physical effects in the marine industry. This laboratory
should therefore be equipped in mechanics. light. sound
and electro-magnetism. Experimental data may be fed into
computer to aid repetitive calculations. Automated
experimenting should be totally discouraged to familiarize
students with various measurements and sharpen observation
qualities.
Use of basic measuring equipment should be practiced

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together with their calibration and error margins
expected.
Different voltage sources may be required. AC
ranging from 50V to say 300V and DC from almost zero to
50V will suffice. There may be only the national domestic
mains provided and transformers and rectifiers used in
supplying all the different requirements. Portable
generators. electric motor driven. mayalso be utilized.
The distinction between physics laboratory and some
of the other laboratories may not be well defined. A
combination with another such laboratory under the same
roof will therefore not be out of place.

ELECTRICAL
Electricity is the most commonmeans of transporting
auxiliary power from one point to the other on marine
installations. Despite the good that this form of power
supply is. it is very dangerous (fatal) if not properly
handled. It is therefore a must to give practical
training in this area before a mariner graduates from the
training facility.
The electrical laboratory should have ACand DC
motors and generators. A switch board (busbar) for power
distribution should be found here. It may be a good idea
to have some of the motors and generators sectioned and
others with glass windows for viewing. The switch board.
whether dead or live front, must be visible as well.
Transparent material should be used for panelling. As
these are for training. everything inside them should be
easily accessible or as near to real as possible. The
switch board must have the whole works including meters.
indicators. switch gear etc. Paralleling should be manual
though the automatic gear may also be installed for
demonstration only.

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 Excitation control equipment, conversion and
transforming devices together with load measurements
should all be embodied. This will mean acquiring electro­
dynamometers and others.
Equipment should be duplicated as much as the number
of student stations envisaged. though only one switch
board is necessary for the power supply to the equipment.
Various colour coding (of materials), wire sizes and
insulation materials must be given due consideration.
This will give trainees the opportunity to learn the use
of fault detecting instruments

ELECTRONICS
The chip has slowly but surely infiltrated into
marine science. Measurements. analysis and control of
processes are quickly and efficiently performed by
electronic circuits. Students in maritime training should
be exposed to the working principles and then build upon
these principles to deal with complicated electronics they
will encounter as professionals.
This laboratory is basically for circuit building.
monitoring and control. In this laboratory. various
boards for mounting demonstrative circuits should be
installed per student station. A wide range of resistors.
capacitors. reactors and other circuit building components
for basics should be made available.
Power supply with a range for electronic work must be
provided. Each student station must have a power
isolation switch. There should be provision for power and
function generators. Oscilloscopes. counters. multimeters
and other measuring devices should also be installed. In
some laboratories. more than one student may work at a
student station. The numberof student stations will
depend on the size of the training facility but a very big

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figure for floor area per student station should be used.
For advanced circuit building and project work
analysis. computer(s> may be introduced in this
laboratory. This is because complicated circuitry faults
are difficult to trace with the normal instruments.

PNEUMATICS _
Like the electronics laboratory, this will also be
for control technology. Dry clean air is a prerequisite.
Various valves. filters. cylinders, throttling devices.
connectors. air vessels. levers/linkages. pressure
switches and measuring equipment will be needed. Where
there are electronic or electrical cross-overs to
pneumatic. the necessary inter-connecting equipment should
be supplied.
Various controlled parameters may be simulated in the
pneumatics laboratory with respect to proportional.
integral and differential or any combination thereof.
These will lead to real life situations.
Circuits can be built up to pneumatically control any
process. A typical example is the gradual build-up of an
engine starting control system.
The electronics and pneumatics laboratory may require
anything in the region of twelve by eighteen metre room
(12mx 16m). But again, size of the facility (total
numberof trainees) is a determining factor.

MATERIALS
Knowingwhat material one must use for a particular
application is one of the major steps in achieving a good
end result. To make a good selection one must know the
properties of the various materials and the qualities
demandedby the job. The materials laboratory should give
the students the practical knowledgeso required.

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 Tensilev fatigue. hardness (Vicker’s diamond) and
impact (Charpy swinging pendulum) testing machines should
all be located in this laboratory. Microscopes for
inspecting fractured and measuring dented surfaces are a
must. Though most of these machines would be manually
operated, electronic hook-ups for graphs and print outs
may be installed for research work. A heater for
temperature effects studying may also be embodied,
Samples for the above mentioned tests may be produced
in-house (machine shop) or bought externally. Internal
production of samples may be cheaper if also used as a
studying assignment by the trainees.
Jobs done by students in the "Workshops" may be
brought into this laboratory for non-destructive
testing. Equipment for crack detection should include the
magnetic particle (magnetic flux source and filings). dye
penetrant. ultrasonic and possibly X-raying. The last
should be installed if the maritime'training facility is
likely to get involved in research work for the maritime
industry.
For the magnetic particle tests. the direct current
produced by the arc welding transformers may be used for
the magnetic flux generation. With the ultrasonic tests.
special equipment consisting of a probe (transmitterl
receiver), an ultrasonic (frequencies above that of sound)
producer and an oscilloscope electrieally hooked-up should
be acquired. This set can detect some faults in welds and
can be used for plate thickness measurements as well.
Limitations of each piece of equipment should be
highlighted to the trainees.
Pressure testing of vessels (bottles) can be
performed with compressed air (not more than 7 kilos air
pressure to be employed). On the other hand, water (or
oil) may be used in conjunction with a hand pump.

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Hydraulic testing is advantageous as a rupture in the test
vessel will not cause an explosion due to the
comparatively non-expanding property of water_

THERMODYNAMICS
Heat and work forms the basics of thermodynamics.
All engineering applications of one of these energy
sources invariably gives rise to the other. At times. the
science is to change one form to the other. This is why
the marine engineer has to be well versed in this subject
theoretically and coupled with the practical aspects which
the thermodynamics laboratory should provide.
A small sized boiler may produce steam at a given
pressure for measurement and not for application purposes.
Thermometry. throttling and separating of steam may all be
analytically dealt with in this laboratory. This small
boiler maybe electrically fired (or oil fired) and all
other systems made as real as possible though on a very
small scale. Automatic feeding, nuzzling and heat
transfer (insulation) can all be studied with this
equipment.
The bomb calorimeter and combustion experimental kits
will help with determining all parameters including air
sample analysis.
In this laboratory, fuel analysis. viscosity
measurements, compression of gases, and other affiliated
experiments should take place. Heat exchangers too may
have their place here for heat transfer studies.
A propane operated gas turbine may be installed for
study work. This may be a very small working model. If a
steam turbine is required. it may be incorporated in the
thermodynamics workshop where the heavy duty power plants
are. On the other hand. a small working model (though very
inefficient) mayalso be installed in this laboratory.

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FLUID DYNAMICS
This room of about fifteen meters by fifteen meters
(15m x 15m) is recommended to house various pipings and
trunkings. These flow passages should have venturi
meters. gauges for pressure drops, tanks and restrictions
and various forms of sensors for measurements. Different
wier and orifice sizes will be needed for the training in
fluid dynamics. This insight will aid the trainees in
their future professions.
There should be various pumps (centrifugal and
reciprocating) delivering against given heads and sucking
from different pressures. A working model of
refrigeration plant (vapour compression type) should also
be installed with quite a few transparent piping. valves
and parts. The refrigeration plant may have as many
measuring points as practicable for close study and
analysis. ‘
Viscosity, pressure drops and resistance to flow
measuring devices should all be embodied. Siphon effects
may be demonstrated with simple equipment.

HYDRO-DYNAMICS
Though dynamics is the name of this laboratory. a
couple of static experimenting kits can be housed here in
addition to the dynamical ones.
About ten to twenty (10-20) stations of zero point
five by one meter (0.5 x 1m) aluminum tanks with ship
models to march tank size should be provided for static
tests. These tanks. about 0.5 meters deep when filled
with water will be used in demonstrating heeling,
trimming, sinkage and waterplane area effects when the
models are loaded. Calibrations on both tank internal
walls and ship models will aid in these measurements.

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Provision for metacentric effects should also be made.
With a bit of ingenuity. these models and tanks can be
produced in the training facility. The models may be
constructed with aluminum. wood. fiber glass. steel and
any other suitable material. Whatever mater1a1 15 u5ed_
protection should be considered. This is particularly
true for steel and wood if the ship models are to last any
appreciable length of time.
Similar but a little bit bigger tanks are required if
offshore rigs will be used as models.

TOW TANKS

For very elementary towing experiments. simple tow

tanks may be provided. These tanks should be up to three
metres (3m) long each and models be in the region of zero
point two metres (O.2m) in length. The models should be
arranged to have towing strings with weights running over
pulleys. The tanks should be mounted high enough to
prevent the weights from hitting the ground. Simple
arresters may be used to achieve this. .
The bigger tow tanks may be one or two in number
depending on whether the training facility is dealing with
undergraduates alone or post graduate and research in
addition. In the first instance. a tank of eighteen
meters by one and a half meters and one meter deep (1Bmx
1.5m x 1m) may supplement the simple tow tanks. It should
have a carriage on railings and a control station. A wave
maker (compressed air type or cam operated matted metal)
is recommended. To obviate wave echoes from tank walls
affecting experimental values. rafts should also be
installed at one end of the tank (opposite the wave maker)
to absorb the energy of the waves.
The control station will house the computer to which
all measured signals will be input. Sensors strewed over

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the model with lead cables into instruments will measure
stresses. pressures. flow patterns. etc as required.
For post graduate and research purposes (for example
for 3 n9aT'bY 5hiPYaFd). Q tank of at least forty meters
by three meters should be planned for. This should have
more sophisticated equipment with better accuracy. The
depth of this tank should be in excess of 1.6 meters
noting that enough bottom and side clearances will be
needed to offset "suction effects". If the tank is very
long (over 100m)then correction for the earth's curvature
will have to be made in the railing.
Models used can be made out of fibre glass but mostly
wood for ease of manufacture and correction. Various
provisions can be made to test or verify things. Examples
are bulbous bowattachments, propelled tests, appendage
effects and inter changeability of fore and after bodies.
A model building shop may be needed unless the
machine workshops are going to perform this function as
well as the normal duties ascribed to it in this paper.
For big tanks. cranes for model movement to and from the
tow tank area and a model entry point should be provided.
A basin for hook up of sensor leads and inspection should
be made. The point of attachment of model to carriage is
important as the total power required to tow the model
will be measured here.

WATER TUNNEL
A flume tank (water tunnel) with transparent windows
should also be built in this facility. Trunkings for
studying under water bodies such as fishing gear (weighted
down, buoyed up. etc.) are recommended. Studies on
propellers, rudders. submarines and missiles, can also be
made in this tank depending on sophistication level
required. Buoying materials and shapes too can have their

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behaviour in currents monitored in this flume tank.
The pumps to circulate the water should be matched to
water speeds expected to be used in this water tunnel with
attention to the fact that corresponding speeds are used
in model experiments. All high speed modelling may be
conducted here.
The whole hydro-dynamics laboratory ought to be
sheltered from the elements as they can have an adverse
effect on the measured values. The size of the
hydrodynamics laboratory housing will depend on the size
and number of tanks installed. All the same. enough room
must be allowed for all the different maneuvers and
movementsthe experiments are going to entail. For post
graduate work a hydro-dynamics lab area of about four
hundred and seventy (470) square metres may be required.
On the other hand undergraduate work may be provided with
only two hundred (200) square metres of floor area.
Care of the water is a must to prevent marine growth
and frequent water renewal. This treatment may be
chemical or just simple exclusion of sunlight from the
tank environment. It is advisable to use fresh water in
the tow tank and the necessary corrections applied to the
results obtained.
The towing tank is one area the maritime training
facility can make somemoneyfor itself. as well as train
the students. Research can be undertaken for outside
organizations on paying basis. In this respect. it is
advisable to install a big tow tank in the region/excess
of one hundred metres by six meters and four meters
deep (100m x 6m x 4m).

LANGUAGE/COHUNICATIONS
The purpose of the language and communications
laboratory is to aid the teaching of English as a maritime

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language and the use of the various forms of communication
media in the marine field. The aids production center's
audio studio might produce the taped voices for the main
learning in this laboratory.
For the language part. there should be an
instructor's console controlling the various student
consoles which should be housed in cubicles. The front
part of the cubicles should advantageously be of
transparent material for viewing the instructor who should
be facing the trainees. The other two sides of the
cubicles may be constructed with opaque material. The
fourth side need not be closed. Each station should have
a tape recorder/play back with controls. Earphones and
microphones with hook ups may complete the set. The
instructor should have the option to address the whole
class or individuals and control replies to the same
effect. The cubicles should be numbered for
identification purposes. The recording facility will help
to play back for revision, repetitions or whatever useful
end it might be. It can also aid students in proceeding
at their own pace.
VHFtransceivers may be installed for practice
purposes. Portables (walkie talkies) may be added to give
trainees practice in the usage of this item. Telephone
systems. morse transmission and receiving and most
probably signal lamps also may be installed. Where
addition of all this equipment will complicate the
laboratory setting, two rooms may be allocated. one for
language and the other for communication.
There are times when typing lessons may also be taken
in this language laboratory. This will be determined by
utilizing Just ordinary type-writers or computers. In the
latter case. the computer laboratory will be used for the
typing practice.

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 A writing board. overhead projector and screen should
also be installed in this room.
Language cubicles take a bit more floor space than
ordinary tables. Because of this. a student station area
above two (2) square meters should be planned for. With
twenty student stations. an area of forty (40) square
meters plus about fifteen (15) square meters for frontage
and in between row spaces will yield about fifty-five (55)
square meters of floor space. This figure should be
increased considerably if other communication equipment
is also installed in this room.

COMUTER
In this age of computerization and advanced
technology, every maritime training facility will need a
computer laboratory if the graduates are to function
effectively. In addition to computerapplications in
science and technology. secretarial jobs are rendered far
easier and faster with the computer as a word processor.
Ship automation. cargo work. financial analysis. personnel
records and management use computers for speed and
‘efficiency. Trainees should therefore be given lessons in
at least computer programmeutilization. Hence it is
recommendedthat the computer laboratory be equipped with
terminals or work stations.
Personal computers (PCs) with capacities big enough
for big programmes such as ship designing (in graphics)
should be installed. Each should have a capacity of not
less than one thousand kilo bites (IOOOK)unless some will
be intended for low capacity work. Twodisc drives for
each set is recommended for ease of loading programmes.
Of course, hard disc facility to increase capacity above
one point five mega bites (1.5M) will be required if
advanced computer aided designs are undertaken. Only one

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 disc drive then needs to be provided_
The display units should always be more than fourteen
inches (14") to prevent eye fatigue. They should also be
coloured to aid in graphics work. A couple of dot matrix
or lasser printers will be needed noting that the lasser
printers are faster and give a finer printout but a bit
more expensive. The work load of the laboratory will.
determine which type of printer to install. Houses and
plotters (with at least four colours) should also be
provided. There might be an instructor's machine or any
one of the student's may be used to the same effect. A
big display unit, not less than thirty inches. should be
mountedfrom the ceiling for instructor's demonstration.
It must be stressed at this point that all computers
and their peripheries should be compatible. It will then
be easy to use programmes on any set and they can "talk to
each other". Installing one brand of machine will make
spares easier to control though one should not forget that
the supplier”s prices for spares might then be un­
negotiable. T
In contrast to personal computers. main frame
. \ V'\ ‘ (
machine(s) may be provided in an appropriate-room and work
stations installed in the necessary buildings in the
‘training facility with the computerlaboratory getting the
needed number of student stations. This may arise where
the total number of computers in the whole training
facility exceeds forty (when the economics of the main
4
frame may outweigh the PCs). There will then be wiring to
match. This setup can give unlimited working capacity
(compared to the PCs) per work station. Various forms of
hard copy production will then be needed together with
backup copies.
There is a third option. The training facility may
rent computer time from a big computer center out of the

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training facility. To accomplish this. there should be a
telephone link, a modemand a training facility network.
The network in the training facility will consist of a
computer main center machine and work stations linked by
wiring. The peripheries will still be needed in the
facility.
One will have to do a cost analysis, consider
conveniences or otherwise before selecting any of the
above mentioned three modes.
Temperature control will be needed if very powerful
machines are installed in one room. Cognizance should be
taken of power failure. A temporary back up power system
(battery) maybe installed to help "save" any work in the
memorywhen there is an unscheduled blackout. Audible
alarms should be arranged to give a "save" warning.
Because of the numerous wires running back and forth
in this laboratory. conduitifig and fixed tables (or
worktops) should be given the necessary thought. Portable
extinguishers fit for electrical fires will be needed
here.
It is recommendedto install one computer terminal
per seven students inI the computer laboratory. Where
students are issued computers as standard supplies. this
number may be reduced. The utilization factor may also
change the total number required. Each computer terminal
§hould be allocated four (4) square metres of floor space
in the laboratory.

NAVIGATIONAL AIDS
Apart from learning to operate navigational aids. the
underlying working principles of these aids will have to
be learned by the trainees. The aim is for a'fuller_
understanding and most likely knowledge of repairs and
maintenance of this equipment. For this matter, old

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equipment with the basic working principles should be
installed in this laboratory. They can be acquired at a
moderate cost from ships being scrapped. The trainees are
going to "play around” with this equipment.
H‘Cut-away views. dismantleable and handleable aids is
to be the objective. This equipment should include, among
others. magnetic and gyro compasses (with repeaters),
speed log with sea connections (tubes). radar with
antennae and echo sounders. All these should be full size
working models. Depending on student population and
scheduling. equipment may be in multiple copies. All
working parts (intestines) of this equipment should be
visible. at least after dismantling. Anydamagecaused by
students’ ignorance should not cause any harm.
In this laboratory may also be installed working
models of radio transmitters and receivers, radio
navigation equipment. electro-mechanical hook ups for auto
pilot and typhoon as found on board. There are also to be
practice models for students in troubleshooting and
repairs.
‘Where the above machines are duplicated. it will be
advisable to have working ones as well as non-working.
These will help students to learn the effects various mal­
adjustments and settings have on the signal output.

SIMULATION
A simulation laboratory allows a trainee to make a
mistake without causing any economic loss or hazard to
safety. The simulator also reduces the time span of the
operations. An example is raising steam in a boiler. In
real life, it may take not less than four hours. The
simulator could do the same thing. through the same number
of operating sequence and procedures. in ten (10) minutes.
A ship can be brought to stand still in five minutes from

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twenty (20) knots when simulated. The same effects and
feeling are given to the trainee but compressed into a
small time frame for learning purposes.
A computer forms the main brain of any simulation
process. There is then the programme (soft ware) which
may be permanently installed (pre-programmed) or installed
when using (programmable). The signals from the computer.
depending on the inter-action of input signal and the
programme, are then fed into various items for display and
actuations.
There is therefore the possibility of the maritime
training facility assembling its ownsimulators from
acquired components. Some of these components may be
acquired in sets. e.g. computer. television display units
(or liquid crystal display units). mimicboards. etc.
It is advantageous to put together a simulator like
this because repairs and maintenance will becomeeasier as
the repairer also happens to be the builder. There are a
lot of expensive simulator sets (and for that matter other
expensive equipment) lying idle in various institutions
because of a minor defect which needs an expatriate
repairer. In a maritime training facility. where students
undergo training to repair and maintain. in some cases
design complete set ups. there is enough knowledge and
manpower(if properly harnessed) to tackle this kind of
job. .
Simulator assembling will need time. coordination of
various human resources and pure hard work. The finished
work will be the pride of the team and it is well known
that this team which has put so much work into it. will
ensure that the simulator is maintained to achieve its
teaching functions.
Of course if money is available (which most training
facilities do not have) and time is limited. then buying

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the complete set, including installation, will be best.
The instructors will then have to undergo troubleshooting
courses for repairs. otherwise high down-time must be
expected. There are companies that have gone deep into
simulator production and any of the good companies can
meet any demandof a maritime training facility.
These days virtually any process can be simulated.
sound. vibration. scenes on screen and heating. Port,
facility. berthing. cargo arrangement, engine behaviour
amongothers can all be simulated. The maritime training
facility can earn some money by doing some of these
simulations for outside organizations.

RADAR SIMULATOR
A personal computer controls this kind of simulation.
The capacity of the computer will depend on the number of
ships and targets that will be simulated.
At least four ship student stations. each with radar
display unit should be installed. Each should be capable
of tracking at least twenty targets at a time. The
control of the exercise will be from an instructor's
console which has the capability of looking at each
student station display on its own(instructor's) display.
A plotter installation or any form of tape should be able
to record the exercise to enable analysis after the
exercise. In some cases, a simple video recorder. filming
the instructor console's display maysuffice.
The individual student station should have the full
set of real radar control knobs (tables) with their
effects being equal to real life situations whenactuated
but in a shorter time frame.
The instructor must have the capability of moving
ships and targets to simulate real life situations.

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SHIP HANDLING
The ship handling or bridge simulator (as it is
sometimes called) is a very helpful tool in the training
of pilots and ships’ officers. From the fact that some
certificating authorities give remission of sea service
for training with this kind of equipment goes to show its
effectiveness in training.
Like all other simulations. the size and type of
ship. the port or coast and the disposition of targets and
their movements can be changed to suit any particular
mode. This is achieved by changing the computer programme
and the panoramic films being projected (or electronically
screened). It is therefore better to have this simulator
than a ships’ bridge as a shipsf bridge and outside
conditions can only be changed at a very high cost. (Of
course a training vessel has its place.)
This simulator should be exactly like a ships’ bridge
setting. There should be a wheel for manual steering.
auto pilot arrangement hooked into a gyro compass system.
magnetic compass, two sets of radar. course indicator.
engine controls with indications and alarms function. In
addition. there should be rate of turn indicators. echo
sounder. whistle. navigational lighting, visual radio
direction finder. satellite navigation equipment, speed
indicating log. VHFfor communication and a chart table
(maybe electronic). All these instruments should
advisably be hooked up to the computer and to help in
giving the trainee the effects of the various actions (or
inactions) that he takes.
At least a two hundred and twenty (220) degree wide
outside panoramic view should be provided by projections
onto screens set into the "windows" of the wheel house.
Into this panoramic viewing will be incorporated the ship
motions. e.g. rolling and pitching due to sea state. This

30
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view should also embody confined waters. maneuvering and
berthing for pilot training.
Together with the computer programmes. the tasks on
the bridge will determine the number of student stations.
Due to the heavy cost of such a simulator. only one need
be installed in the training facility and trainees
preferably work in teams at a time.
Up to thirty (30) ships in the locality may be
simulated. This will be controlled from the instructor's
console which should be situated behind an enclosure
"behind the bridge". The instructor should have the
capability of seeing but not be seen by the trainees on
the bridge. On his screen will be displayed all the
tactical situations and movesexecuted by the trainees.
The simulator should have the capability to run a
pre-programmed exercise. a free exercise or a play back of
a recorded exercise for reviewing. This means there
should be a recorder installed in the system.
Some ship handling simulators are combined with radar
simulations. In such cases, there may be say one bridge.
not less than three (3) own ship cubicles with radar
gadgets. an instructor's console and an electronic room
(with the computers installed here).

ENGINE
The engine room simulation laboratory can go a long
way in training people for shipboard and shore based power
plants. It is recommendedthat the laboratory have the
appearance of an engine control room with all the
necessary mimic boards, panels, switches and push buttons.
Depending on whether a steam or diesel plant is being
simulated, a programmewith particular characteristics
will be installed in the computer.
The laboratory should have the main engine(s)

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controls with all the attendant measuring and indicating
equipment located in the central part just as in a real­
situation. All auxiliary machinerystarting. stopping.
controlling and indication should also be in this panel.
Then the electrical power switch board may be located
behind the operator (when seated or standing facing the
central control panel). This switch board should be
capable of paralleling. load sharing. overload protection.
under voltage tripping. earth fault indication and all
other functions expected of a real electrical switch
board.
Simulation for fire alarms. deviations in
temperature. pressure, speed levels and critical
situations. together with starting and running mal­
functions are recommendedto be incorporated.
Everything should be very close to real. Sound
tracks can give the feeling of machinery stopping and
starting (these should be real life recordings).
A dummyengine room may be included in this
laboratory. In the engine room may be installed some
"engines. boilers. pumps. pipings and valves. air trunking
with fans" and so on depending on the size of room and
effects required. Electrical heaters in trunking can
yield a heated engine room. Light flickering can simulate
fired boilers while unbalanced masses rotated by a small
electric motor can give a vibrating machinery effect on
deck plating. "Valves" may have limit switches which will
in turn control indicators and functions pneumatically.
Somefaulty modes will need to be "rectified" in this
dummyengine space.
The instructor's console can introduce faults in the
system which trainees will have to trace (and possibly
rectify). It will be interesting for a group of trainees
to watch some counterparts at work from the instructors

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position. They will then understand how they respond and
how to control their actions when they are in the control
room.
This laboratory mayalso double for control fault
diagnosing especially with the electronic card circuitry
system. Some pneumatics may be incorporated.

B3
laboratories
 VVC3E?PC£3P{C3E°£5

Though professionals gain knowledge and experience

while in the field, it is worth giving trainees a
foundation on which to build their knowledge and
experience later. 0ne’s attitude towards a profession is
normally set in the initial contact stage with the
profession. It is therefore highly recommendedthat the
maritime training facility gives the best possible
foundation in the career of the marine professional. For
cognitive and psychomotor developments, the workshop is
the environment that can meet this need.
The workshops and laboratories are difficult to
distinctly demarcate. In this paper. the workshopsare
those areas housing the heavy machinery, noise producing
equipment or any others that are housed outdoors (which in
themselves are also not well defined). In effect. one has
to position equipment in the most convenient way.
In training facilities. workshopsare designed to
complementtheoretical work with practical exercises as
much as possible. This means that the extent to which
workshops will be equipped will depend on the graduation
certificate attainable in the training facility. However,
every maritime training facility should cover the
practical aspects in metallurgy. machining, bench work.
pumpsand piping. refrigeration. seamanship. etc.
The workshop cluster should be situated at least two
hundred metres from any of the other clusters. Guidelines
as to sound insulation as outlined under "Buildings"
(chapter 3) is of utmost importance if other learners are
not to be disturbed. In training facilities where this
isolation is unachievable. the materials used for building
construction ought to be non-sound and vibration
transmitting. The equipment should be mounted on

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resilient foundations.
This workshop cluster should be made of (or a
modified form of) the circular or loft open type floor
plan with some adjoining lecture rooms. The number of
spaces will depend on the number of each type of equipment
to be installed. There should be no vertical stacking in
this cluster. This is because the machines are heavy;
extreme strengthening in the floors and columns will be
required if serious structural (and equipment) damage is
to be prevented. Exhausting and air changes in the
workshop cluster are a must to rid the environment of heat
and fumes. Exhaust funnels of engines should be
centralized with flap valves and flexible trunkings from
each smoke producer to the main_exhaust. This will ensure
clean air in workshops and still prevent a maze of
chimneys sticking out of roofing and sides of buildings.
On the contrary. engines with thermodynamic measurements
should have their own individual chimneys so as to get the
right exhaust gas back pressure values.
Skylights and lighting installation should be well
planned to complementeach other. Fluorescent lighting
based on frequency should be discouraged in areas with
rotating machinery. This is because the rotating
machinery might seem to be stationary due to a
stroboscopic effect.
Wide aisles and passageways should be provided
between rows and lines of equipment. For un-obstruction.
these passageways should be clearly marked and must be at
least one metre wide. For safe operation and maintenance.
ample working spaces around equipment should also be
provided. The workshops have the highest student station
floor area because of equipment sizes. This can be as
high as eleven (11) square metres per station for certain
types of machinery. Also for safety, all rotary parts

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must be equipped with guards. Rotating parts that have to
be visible should have transparent shields. Fire fighting
equipment ought to be located in easily seen and
accessible positions. First aid cabinets should be well
stocked especially for treatment of cuts and bruises.
Though noise levels ought to be as low as possible. ear
muffs should be available at several locations in the_
workshops.
Apart from very heavy machines like lathes. shapers.
millers. big diesels. etc.. most machines and equipment in
the workshops may be mounted on wheels. This will .
facilitate ease of movement. re-arrangements and renewals.
Each of the equipment that has been sectioned for
demonstration should be provided with a mobile trolley.
Changing rooms tend to be dirty and littered. Sinks
get mucky when located in changing rooms. It is therefore
advisable to position sinks in the workshop proper (not in
changing rooms) where an eye can be kept on trainees. The
trainees will then. hopefully, keep the surroundings clean
just as they do in the work area. Boards capable of
rotating through ninety degrees (90 deg) in between
vertical stands can double as seats and demarcators for
aisles. These boards maybe about fifty by fifteen
centimeters and three centimeters thick. They may be
synthetic or wood. y
In the tool room. there should be shelves fitted with
hooks. drawers. etc. Each single tool in this store
should be tagged and have an allocated position. The tags
can be (like coins) used against one’s name any time one
borrows from the store. At the end of the day, a glance
at all shelves will tell one immediately the tools that
have not been returned.
A spares room should be provided. This room should
have shelves with different spacing for different sizes of

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parts. The spare parts tally may be computer based if the
stock is in excess of forty different items. There should
also be a store for materials used in the workshop
practice exercises. Rods. bars. plates. slabs. pipes. etc
of different materials must all be neatly arranged for
ease of identification and selection. Storage of
consumables (such as oils) and expendables (like rags”
emery clothe) should all be catered for in the workshop
cluster.

BENCH WORK

Introduction to and practice in the use of hand tools

can never be over-emphasized.
Benches to which vices are fixed should be basic
equipment for every workshop complex. There should be
heavy duty vices and light duty ones. Approximately two
metres of bench length should be allotted to each vice. A
bench of one and a quarter metre width or more can
accommodate two rows of vices. that is a row on each edge
of the bench. In some cases, guards of soft metal (e.g.
copper) will need to be provided for the vices to prevent
job indentation by the vice jaws’ gripping marks. Some
vices too may be the swivel-lock type.
Cutting and shaping tools for bench work should be
provided. Examples of these tools are listed in the
appendix of this paper (appendix 4).) Hand tools for
marking. pushing and screwing duties are the tools one
should plan for among numerous others.
For measuring. the workshop tools room should store
steel rules graduated on both sides and other types of
rules such as hooked and fillet. Depth and height gauges
should be provided. Normal and Vernier calipers (inside
and outside) together with inside nnd outside micrometers
can help in performing precision work. Where precision

6?
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measuring instruments will be damaged by humidity and sea
salt in the atmosphere. a thin oil film may be smeared on
them or they may be kept in desiccators. Protractors can
be the vernier bevel type.
In laying out work. the marking table is of
importance. This table will be flat. steel topped and set
absolutely horizontal with a woodenor metallic cover to
protect the top surface when not in use. Scribes, I
punches. different types of dividers. trammels. angle
plates and surface gauges should be provided for working
on the layout table. Dial indicator gauges are also of
immense help in marking out.

MACHINE
Industry depends on machine tools for quick
components manufacture. There are several tasks that
engineering cannot accomplish without the aid of machine
tools. For shafts within very close tolerance limits.
turning machines are always employed rather than casting
or blacksmithing. Somejobs too require a great deal of
power to get done. and it is machine tools that can
provide such power without much human labour. The shaping
machine is a typical example.
The machine tool room should be close to the
benchwork area for ease of transfer from one to the other.
Floor space occupied by machine tools should range from
one square metre for a pedestal-mounted electric grinding
stone to eleven square metres for a three metre between
centers engine lathe.
The machine shop should house power saws. Depending
on the size of workshop, there should be one or more power
hacksaws (one for up to one hundred and fifty students).
Arrangements for clamping up to twenty-five centimeter
width jobs and coolant dispensing will need to be made on

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each hacksaw. A minimum power of two kilowatts should be
expected. A vertical band saw with saw band shear.
grinding and welding capabilities will train students in
internal hole making. The cutting capacity of the
workshop should be completed with some manual and some
powered shears. The powered shears should have up to
twenty-five millimeter squared facility in addition to.the
straight cutting.
Sensitive table top drill presses taking up to
thirteen millimetre drill bits will be needed for small
drilling work. Belt and pulley arrangements will enable
speed selection. The drill head should have vertical
movement while the clamping arrangement should aid
movementin the horizontal plane.
For heavier jobs, vertical drill presses with gears
for speed selections should be provided. Drill chucks to
take up to forty millimetre drills with power feed should
suffice. Drill presses in the workshops(definitely the
big ones) should have depth stoppers. The drill head
should he graduated for drilled depth gauging. Drill
chucks and sleeves should cover a very wide range to
enable the students to have practice in a wide variety of
work. The table with the job holding arrangement should
have a vertical and swivel lock incorporated. For twist
drills above thirteen millimeters. the dispensing of
cutting oil is going to be provided.
Radial drill presses also taking up to forty
millimetre twist drill bits must be installed. The drill
press head should have up to one metre displacement
facility coupled to speed selection. The turntable for
holding the job should have freedom of motion in all three
directions and all three should be graduated for precision
work. In addition to straight and tapered shank chucks
and sleeves. there should be drifts and drill bits for

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counter sinking. counter boring and flute drilling.
Reamers too should not be forgotten.
The holding down of jobs should be taken seriously
for the safety of personnel. Every job must be firmly
held down by holding down devices and not human hands.
This will meanvices. clamps, straps. T-bolts, angle
plates. V-blocks and any other such devices.
The engine lathe is one of the machines that
revolutionized engineering. Its capability limits are
very wide. There are specialized sets but for the
maritime training facility. the all-purpose standard types
are recommended. Their sizes should range from the zero
point seven five to the three metres (0.75 - 3m) between
centres. They should be rigidly mounted to the floor of
the machine tools room. The geared head stock will aid
speed selection and the saddle and cross slide on the
carriage should have automatic feed and micrometer stops.
The compound rest should have a three hundred and sixty
degree swing provision. Taper and straight turning should
be possible. Internal and external thread cutting should
also be possible.
A face plate. drive plate. self and independent
centered chucks are some of the accessories that ought to
be provided. Lathe dog. steady and follow rests.
mandrels, taper turret and tool posts_should be
attachments to the saddle and bed. Revolving and dead
centres with chuck facilities should be provided by the
tail stock which should also slide on the bed.
Each lathe machine should have its own accessories
box near it. The use of accessories from a different box
should be strongly discouraged.
Turning and boring tools for roughing, turning.
facing and necking should be provided for left handed and
right handed jobs. Parting, knurling and centre drilling

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tools must all be catered for on the engine lathe.
Some grinding stones may be designated sharpening
stones for engine lathe tools. These stones should then
be used only for the said tools as the stone contour
seriously affects the lathe cutting bits which in turn
determine the cutting efficiency and job finishing of the
lathe.
Actual grinding of jobs can be arranged on the engine
lathe saddle where acquisition of a grinding machine is
considerdd too expensive. Electric or pneumatic stone
mounting accessories can accomplish this.
For flat jobs. the shaping machine can remove chunks
far faster than a filing or chiseling process. The
shaping machines in the training facility workshop should
be the horizontal type. Both the travel and the speed of
the ram should be adjustable. The tool head should be
endowed with a clapper box. It should also have a
vertical feed facility and swivel in the vertical plane.
The table on which the job will be held should have
vertical and horizontal movementcapabilities. All these
movements will be by graduated screw threads for ease of
reference. In addition to the holding accessories like
the drill presses. the shaper should be equipped with
parallels. A spirit level will also be needed when
setting the job in the holding arrangement. Cooling fluid
supply must be arranged if tools are to last long and jobs
are to have a good finish.
There are two types of milling machines - the
horizontal (knee and column) and the vertical spindle. It
is good advice to install both types in the maritime
training facility workshop. The horizontal one should
have arbors for different milling tool arrangements. The
swivel table will also enable longitudinal. transverse and
vertical feeding.

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 The vertical type milling machine in addition to the
above should have a vertical feeding possibility with the
head carrying the cutting tool. A seventy centimeter
longitudinal table travel can be the right size machine
for this training facility. In addition to the arbors.
collet. adaptors and holders will form part of the
accessories. An indexing attachment will be needed for
gear cutting and similar jobs where constant spacing is
required on a circumference.
Cutters should be the peripheral and facing types.
They should come in different shapes and sizes.
Each machine tool should have its power supply from a
distribution board. Where the machines in the workshop
are many. sectional boxes for groups of machines should be
used. A fuse (or tripping device) should be provided here.
These switches should be well marked for each machine.
At the work station (on the machine). there will
normally be a switch and a push button for starting the
motor. With certain machines. like the engine lathes. a
lever may then be added to get the motion transferred to
the actual moving head.

HTAL JOINING AND CUTTING

Gas and electric arc welding are the most widely used
metal joining procedures though forge welding is the
origin of the welding process. Welding by forging. if
students are still to be given this training. will fall
under blacksmithing which this paper treats as heat
treatment.
A gas bottle storage room, remote from areas where
any hot work will be done. should house the oxygen and
acetylene bottles. Spaces should be clearly marked for
filled and empty bottles. Oxygen and acetylene may be
stored separately, The strapping downof the bottles is

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very important as any inadvertent piercing will turn a
filled bottle into a dangerous missile. Safety caps
should always be used to cover the valves on the bottle
unless the bottle is in use with gauges attached. Piping
(of approved material) from the gas spaces should supply
individual working cabins with oxygen and acetylene.
Colour coding of piping should not be neglected. Each gas
bottle should have a main valve located on top of it with
a bursting disc and fusible plug arrangement. A reducingl
regulating valve in combination with pressure gauges will
reduce the gas pressure to a maximumof seven kilogrammes
per centimetre square in the main line after which further
reducing valves in the individual cabins (pipe branches)
can bring the pressure down to working values. The
regulators must have ball check valves to prevent back
flow of the gases. and bursting discs for safety should be
be added.
Rubber hoses (also safety approved) should lead the
gases finally to the torches. Each cabin should have shut
off valves in addition to the finer regulating needle
valves on the torch. It would be good practice to have
left handed couplings for one gas and right handed for the
other to prevent wrong connections and operations.
Normally acetylene is in red or brown piping and left-hand
threaded connectors, whereas oxygen is in blue or black
piping and right-handed. For each station. a gas welding
handle and a cutting handle (torch) should be provided
with the full range of tip sizes to give the required
flame for the operation at hand. Brazing can also be done
with this setup.
One straight cutting machine and another for shape
cutting can help students understand the versatility of
the gas cutting set.
Each cabin (student station) should also be equipped

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with an electric arc welding set. The electrical mains
will supply power to the transformer which should have
tapping points (or settings) for currents up to three
hundred amperes for striking the arc. Two leads. the
earth which is electrically connected to the job and the
other to the electrode holder. should be provided. The
cable size should match the highest current value with a
safety factor of at least two. The electrode holder's
electrical insulation is of paramount importance if
fatalities are to be prevented. Switches and fuses are to
be provided just as in the machine shops.
A work table of steel having at least one metre
square working top should be in each cabin. Part of the
work top may be in the form of a grate to help hold the
work pieces. There should be chipping hammers and wire
brushes in these cabins. The walls of each cabin will
have to be light-proof to ensure that the high intensity
light produced in these processes does not harm passers
by.
Protective clothing should be worn by anyone who
enters a cabin while work is in progress. Flame and
electric resistant booths. leather aprons and gloves and
appropriately darkened goggles (or masks) should be worn.
Definitely no sunglasses are allowed. A set of rules as to
the hazards in this area should be posted clearly and
permanently. The electrical. blinding. fire and explosion
risks are to be seriously impressed upon staff and
trainees alike.

HAT TREATMENT
Metal properties alter whenmetal is heat treated.
This is very true for steel which is used in most workshop
practice work in training institutions just as in the
engineering industry. Annealing. normalizing. tempering

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and hardening are some of the processes to be undertaken
here.
A connection from the oxy-acetylene system in
conjunction with hoses. torch and nozzles will be enough
for flame hardening (flame of up to 3500 deg C) and some
of the heating processes. This means the heat treatment
shop should be near the welding shop. _
At least two ovens should be provided. The first
should have temperature control for up to one thousand
three hundred (1300) degrees centigrade. This range
should cover the needs of all hardening and tempering
processes the trainees will deal with. The other oven
should be capable of temperature control for up to six
hundred (600) degrees centigrade for lower temperature
jobs. These ovens may be electrical. gas or oil fired.
The electric furnace tends to be cleaner and easier to
regulate (air changes and temperature wise).
Oven temperature may be measured by an electric
pyrometer made of appropriate material for the temperature
range. A heat resistant carburizing box with fitted lid
should be provided. A quenching bath of oil. another of
water and an air ducting will help with the metal cooling
processes. At times the cooling is done in the oven or
the open air. Tools for handling hot objects can be in
different forms and lengths. e.g. tongs.
For forging. a blacksmith’s hearth can handle the
very small jobs while the ovens take care of the big ones
during heating. This blacksmith’s hearth should be
equipped with electric motor driven air blowers instead of
bellows. There should be anvils with horns and holes.
These should be mounted on wooden blocks. Forging hammers
and cutting tools should be provided for the smith’s shop.

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DIESEL
Marine engines. just like shore based engines. have
changed from steam to diesel. The gas turbine is also a
contender if materials to withstand high temperatures can
be developed. The nuclear power plants can boost the
number of steam turbines in operation if environmental
fear can be overcome. It is therefore not the intention
of this paper to back any particular engine but to
highlight the marine technology sectors a maritime
training facility must train people in. There are enough
diesel plants in the marine field to warrant this workshop
space allocation to the diesel engine.
Basically there are the two-stroke and the four­
stroke engines. It is therefore good for the training
facility to give training in both types and their
ancillary, not that there is a very great deal of a
difference between them.
For a feeling of size and expected values. the diesel
engine workshop should house a main engine. two diesel
generators. a couple of small diesel engines and various
components to depict working principles and settings as a
minimum.
The main engine is very likely to be a two-stroke
slow speed real size working engine. It should have all
the instrumentation. automation and manual controls.
Thrust block. transmission shafting with plummerblocks. a
tail shaft in stern tube and a propeller rotating in a
sealed tank of water should complete the working design.
The “propeller tank" should have transparent windows to
view what is going on inside. The tank should be made of
re-enforced concrete.
This kind of engine can be very expensive. the more
so if a modern one is acquired which is the ideal case.
The automation set may be left out. If it is just the

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working principles that are required. then an old engine
going for scrap may be picked up. On the other hand. a
one- or two-cylinder engine may be acquired together with
all necessary instrumentation. In some cases, a non­
working model is used for training in which case the other
diesels will have to take a certain configuration.
The necessary staircases, platforms. cranes. engine
component stands. etc should be arranged for mock
overhauls and practice whether the engine is a working
copy or not. A couple of parts like liners, cylinder
heads. pistons and rings. bearings and others should be
near-by for ease of reference and inspection.
The auxiliary diesel engine shop should have at least
two engines each coupled to a three phase four hundred and
forty (or so) volt alternator set. The power output of
each should be at least two hundred kilo-volt-amperes and
connected to a switch board for paralleling and
distribution practice. These auxiliary engines should be
four-stroke mediumspeed.
Where there is no two—stroke slow speed main engine
installation. one of these generators should be two
stroke. It should be a good idea if at least one of the
engines is turbo-charged.
The instrumentation of these auxiliary engines should
be exhaustive to enable students to take readings when
various parameters are altered. Peak pressure and normal
indicator card instruments are to be provided.
Thermometersin all fluid flow inlets and outlets,
pressure measuring instruments and possibly an
oscilloscope for electronic indicator diagrams where the
speed is too fast for the power and out of phase cards
should all be installed. Protective equipment should be
under-lined. Over speed trips, low pressure alarms and
shut downdevices,and temperature alarms and trips should

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be arranged for each engine.
There should be one or two medium or high speed
diesel engine(s) for thermo-dynamic work. They should
have in addition to the instrumentation specified for the
auxiliary diesels. measurementsfor fuel quantity (in as
small as millilitres) in a given time. calorimetry for
cooling water and exhaust gases. dynamometer (water
brake). gas sampling. different fuel mixture injection and
compression ratio adjustments without opening up the
engine.
In addition to these working engines. some nonj
working engines will be needed. It would be good tofihave
as wide a variation as possible in these engines. "V"
cylinder configuration with connecting rod arrangements,
those with wet and dry crankcases. and such will enable
students to learn the "slight differences”. If possible,
various items can be acquired in pieces and their
principles just explained. Things like camoperated
valves both cooled and uncooled. jacket and bore cooled
parts and the whole variance in diesel engines may be
represented by parts. Most of these parts are going to be
sectioned for ease of comprehension.
In any case. student stations for fuel injector and
pumpservicing. testing and adjusting of opening
pressures should be provided. Bearings fitting on
crankshafts and other cylinder head valves maintenance
should all have student stations.
Mechanical and hydraulic governor models which are
electric motor (instead of engine) driven should be
provided for effects of adjustments. These motors should
have an analogue variation in speed. Where just the parts
are to be explained the governor should be half or quarter
sectioned.
All appropriate tools for working on the diesel

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engines must be stocked.
Centrifugal purifiers (fuel and possibly lubricating
oil) may have to be installed in the diesel engine room.
but definitely a small sectioned model will be needed for
explaining the real inside works. Where there is a main
engine, auxiliaries and other working equipment. the
training can extend even into watchkeeping by the trainees
under competent staff or juniors under senior trustworthy
trainees.
There should be air compressors with air bottles and
their piping for starting engines (if not battery or
hydraulically started) and for other services. Pumpsfor
cooling and lubrication should be arranged if not integral
parts of the respective engines,
In effect, this power plant should bring home to the
trainees the real marine environment with respect to
diesel engines.

BOILER (STEAM)
If the steam engine (turbine) is to be studied then a
boiler workshop will be needed. The mini-boiler in the
thermodynamics laboratory will then not be installed. The
size of the boiler will depend on the steam consumption of
the turbine installed. The turbine should be multi-stage
with low pressure astern wheels. It would be a good idea
to limit the maximumsteam pressure to seven (7) bar with
a super heat of about twenty centigrade degrees. This low
pressure will reduce the risk of accidents. The boiler
should have an economizer, evaporator and superheater.
The turbine may replace the diesel main engine discussed
above. It should have high pressure and low pressure
ahead turbine wheels.
Contact and surface heating should be arranged.
Bleeding off for/or re-heating (inter stage or

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regeneration) can bring out the practical aspects of this
thermodynamics phenomenon. Hot well, deaerator and
condenser(s) should all be arranged for. The air ejectors
on the condenser should not be forgotten. Pumps for
feeding and circulation should be incorporated and steam
traps for heating service lines should be installed. Just
ordinary water tanks can be used for dumping the heat in
these steam heating lines. Wherethe training facility is
in a cold climate. advantage may be taken of this to
supplement heating requirements of the buildings.
Just as on the diesel engine. instrumentation should
abound on the boiler and turbine plants. Reducing. safety
and all other valves pertaining to steam should be
installed in the system.
In this room. units such as different types of heat
exchangers - plate type with different reliefs and tube
type with different expansion arrangements should also be
installed. These may all be cut-away models. A model
distillation plant should also find its place here.
Impulse and reaction turbine sectioned models with
particular detail of nozzling can be installed. Types of
blade profiles and fixing to wheels should be mounted on
display boards. A wheel with a full set of blades and
locking devices will help students understand the root
fixing technology.
Water testing and treatment equipment for chemical
dosing should be accommodated here. Though the basics may
be taught in the chemistry laboratory it would be good
practice to bring the trainees to the real world by their
testing and dosing in the boiler room.

STEERING GEAR
The steering gear workshop should contain the full
telemotor system and the power unit leading to the rudder.

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Though an electric telemotor system may be installed to
show how that works. a hydraulic one is advisable. This
is because the basics of the operation can be seen and
individual actuations isolated for careful study.
The telemotor transmitter may be mounted about a
meter or two higher than the receiver to give the system a
good simulation in space orientation. The transmitter
housing should be open to allow students to see the rams
and pinions move. The charging valves and automatic
bypass valve (for pressure equalization in transmission
piping) should be easily identified and possibly madewith
transparent material. Oil level indication by dip stick
or sight glass too should be well marked.
The receiver, with its midfposition return spring.
should be near the rudder stock and pumps with the
floating lever joining the three items. A local control
(on telemotor receiver) position should be established
such that only bridge or local control will be possible
due to a mechanical locking device. Glands in the sliding
parts of the telemotor should be robust and air bleed
valves should be made tight. All valves and pipes in the
system should be labelled numerically or alpha-numerically
for explaining sequences. The limiting nuts are to be
positioned (on receiver) for limiting maximumrudder
movement to each side.
The hydraulic power pack should consist of a tank and
variable delivery pump (delivering from zero to maximumin
both directions). This electric driven pumpmaybe
duplicated for a back-up. A dummysecond pump set with
dummypiping blanked at ends to show students the setting
of the real situation may be employed instead of the
duplicate pump.
The actuator may be the rotary vane type but the ram
type is recommended. The ram version makes the movements

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visible and easy to follow with measurementpossibilities.
A cut away model of the vane type will be required anyway
for study purposes. For cost purposes two rams may be
installed but for cylinder unit(s) cut out demonstrations.
four rams will be needed.
The stock in a thrust hearing may have a plate
(rudder) attached and a spring on each side can give the
required "water" force for demonstration. All shock
absorbing springs, relief valves and other safety features
are to be fitted on the system. The effect of worn
linkages can be taught by having a set of undersize
linkage pins in addition to the normal pins.
Charging and bleeding arrangements together with air
introduction into hydraulic systems should be made for
training purposes. Pressure gauges should be fitted in
pipe lines (though this is not done in normal practice).
For studying the electric type of steering gear. the
electro-hydraulic system maybe miniaturized for
demonstration. On the other hand, the telemotor system
mayhave an electrical one parallel to the hydraulic. The
linking of constant delivery pumpwith solenoid valves’
chest for control would have to be ingeniously interposed.
One then gets the two worlds of hydraulic and electrical
telemotor systems in one.
A hydraulic desk and power pack may also be installed
here for remote valve actuation and power delivery. For
the valves. pistons in cylinders should be arranged and
for power transmission hydraulic motors will be needed.

PUHS
The practical (maintenance and repairs) aspects of
pumps should be dealt with in this workshop as compared to
the theory and design part undertaken in the fluid
dynamics laboratory.

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 Pumps are dynamic or positive displacement type. The
dynamic ones are rotary. Of course there are some positive
displacement types that are rotary as well.
The rotor dynamic pumps are basically impellers
rotated by shafts in a volute casing. The centrifugal
pump would be shown in the various forms of impeller and
casing arrangements. The vanes forming the impeller can
be straight or curved and closed on both sides. one side
or none at all. There can be more than one impeller
giving a parallel single stage or multi-stage pump. Some
impellers have single eye entry (unbalanced assembly) and
others double entry (balanced). All these kinds of
centrifugal pumps should have their samples displayed in
this workshop. It would also be an excellent training aid
to have them mounted for real pumping of water.
In addition. the axial flow propeller type in
contrast to the mixed flow should be represented.
Various types of ball. roller, thrust and plain
bearings for pumps should all be stocked in addition to
how they are set up for alignment and their care.
Mechanical seals and glands of different working
principles and arrangements should also be found in this
workshop.
The clearances permitted in wear rings. their
measurements and effects on pumping capacity can be shown
here with the aid of different size rings. Corrosion,
cavitation and other centrifugal pumpdefects should be
clearly taught with samples of pumpshaving these defects.
It would be worth having a central priming system
with, for example. the water ring priming pump and a
vacuum tank as a demonstration set up.
The spur. helical. lobe and herring bone gear type
pumpswill highlight rotary displacement principle of
pumping, The rotary vane and screw types should

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complement the gear type. The driving system for the gear
and screw with its clearance setting and adjustments
together with bearings can help students see what goes on
inside the pump. Cut-away models are always the best
realia when it comes to knowledge acquisition. Like the
centrifugal pumps. methods of balancing out thrust or
taking it up should also be underlined in the model pumps
chosen.
Variable delivery pumpprinciples should also be
taught with the radial (Heleshaw) and axial (swash plate)
piston type pumps. Cut-away and dismantleable models
should be acquired as these pumps seem to confuse trainees
the most.
The reciprocating pump. which is not rotary. will
depict the purely displacement principle. Piston.
diaphragm and plunger types which are distinguished from
each other by their form of sealing should also have
models installed. Single and double acting models coupled
to the valve arrangements which determines the direction
of flow should all be represented in the workshop.
In all pumpmodel cases. the pressure regulation
devices and shock absorbing equipment (where necessary)
should be installed in cut away models. On working
equipment, the effects of adjustments of these controls
can be easily demonstrated.
Special feature pumps such as submersibles. emergency
bilge and super cavitating pumps which happen to be
modifications of the basic pumpsto suit special
applications, should also have stations in this workshop.
On the working pumps. suction, filling and air pipes
should be arranged with different piping to show the
effects on pumping. For instance, a header connection to
a pumpmay be arranged to be five meters before, a meter
or so before and some distance after the pump. Valves in

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the three different lines will be used to determine which
line the header is connected through with the system.
Tests can then be run to show effects on discharge
pressure of pumpas to the location of header connection
with respect to pump.
The different kinds of valves too should all have
samples in the pumpworkshop. Non-return. gate. screw
down. globe and quick closing valves among others should
be mounted on stands. Deaerating and overflow
arrangements should also be given a fair representation as
well as packing materials.
A quarter sectioned model of an oily water separator
should be installed in this pumpworkshop. Filters with
different cartilages and cleaning arrangements should be
stocked here as well.

REFRIGERATION
Perishable cargo. crew and passenger nourishment and
air conditioning for comfort in hot geographical zones
have made refrigeration part of marine science. Fish and
petroleum (the very light products) transportation has
refrigeration or variations of it as a determining factor
in the success of a voyage. It is therefore incumbent on
the marine training facility to train personnel to handle
the refrigeration requirements of the marine industry both
afloat and ashore. Somepersonnel are trained as
refrigeration engineers and others add refrigeration
training to one or the other of the marine specialties.
Whatever the product after training, equipment in the
workshop should be provided for refrigeration (and air
conditioning) training.
The refrigeration plants in the marine industry are
more often than not the vapour compression type. The
freons (mostly 12, 22 and 501) and ammonia are the most

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popular refrigerants. At times the cargo itself is
employed as the refrigerant e.g. propane. In the maritime
training facility refrigeration workshop.the freon and
ammoniaplants should both be represented as they will
give the trainee a good basis to work with any of the
other refrigerants.
In a lecture roomadjoining the refrigeration
workshop, a working model mounted on a board of about two
metres by one point five metres (2 x 1.5m) will
demonstrate the working principles and basic components of
compressor, condenser. expansion valve and evaporator.
Somerefinements like driers and liquid receivers may be
added. For classes of more than ten students. two or
three of such models should be provided. The whole model
assembly should be on wheels. In addition. mimic board
display units of each system represented in the workshop
should also be installed in the lecture room.
In the workshop proper, a two- or most likely a
three-room cold store with refrigeration machinery should
be installed. They may be a one-ton capacity room at zero
degrees. a three-ton at negative fifteen degrees and a
six-ton at negative forty degrees centigrade. These rooms
should be properly insulated. The equipment should
comprise two compressors each with a capacity of at least
eleven tons. two condensers, a liquid receiver. dryers.
expansion valves to match each room load, evaporators in
rooms and the requisite instrumentation. If these cold
roomsare to be used for the training facility's food
refrigeration needs (which is advisable for economic
reasons), than the capacity should be increased to allow
for student errors. Piping for hot gas defrosting should
be arranged.
There should be one or two other plants (smaller than
the one above) for demonstrations. measurements and

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practice of adjustments. Each unit may have for example a
half a ton capacity where water is arranged to be cooled.
The water in turn may cool air by means of a radiator.
The flooded and the dry expansion types of evaporators
should be represented here together with unloading
facility on the compressor(s).
Another refrigeration demonstration unit should have
the brine system arranged to be cooled by the evaporator.
This will highlight materials for brine piping,
temperature regulation for different chambers. the brine
density control and the forms of defrosting that can be
employed. An ice making machine with a per day capacity
of one ton of ice will help students understand the
principles involved in ice production.
In another part of the workshop some air-conditioning
systems should be arranged. This set-up should take
heating and cooling into its design. Electric heating may
be substituted for steam where the latter is not available
but humidity must not be left out of the design. Water
spraying may suffice. A closed circuit air trunking with
the possibility of outside air changes should be embodied
in this setup. The size of air spaces will determine
heating and cooling loads to be installed. This should be
advisably small (for example a quarter of a ton cooling
load) for low power consumption.
As outlined earlier, one or two different kinds of
freon and ammoniashould be employed in different plants
in the refrigeration workshop. Charging arrangements
should be made on each plant which will imply charging
equipment. Charging hoses, nipples, gauges. weighing
scales and vacuum and air pumps should be stocked.
Testers for leaks for all refrigerants used in the
workshop should be provided together with appropriate
tools for overhauls. repairs and adjustments. Spanners.

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extractors. flaring tools. pipe wrenchesand ratchets for
special valves are some of the tools to be arranged in the
refrigeration workshopstore.
On work benches. expansion devices (valves and
piping) can be compared by mounting them in student made
circuits. Manuallyoperated. automatic. thermostatic,
floats and capillary expansion (control) units must be
represented. Hermatic compressors should also be dealt
with in this workshop.
Repairs on refrigeration plants of the training
facility should give trainees a fair amountof practice if
national rules are not against such scheduling.

SEAMANSHIP
Modern technology has introduced a great deal of
equipment that saves the mariner a lot of manual work.
Yet there is still a lot more to be done by the seaman
physically. and also to run this equipment in the right
fashion. Accidents leading to fatalities have occurred
due to improper use of equipment which stems from improper
training in seamanship. The maritime training facility
will have to provide training in this respect.
In the seamanship workshop. miniatures of underwater
forms of ships with particular reference to appendages
should be displayed. The effects of these appendages when
stationary or in motion should imbue into students the
dangers that can result. Examplesare propellers. bulbous
bows and under water thrusters. Fishing nets and similar
equipment in between vessels must also be demonstrated in
the workshop. Identification of these by markings and
navigational lighting must be seriously stressed in the
workshoppractices.
Buoyageshould be similarly dealt with. In addition
to their navigational effectiveness, their anchoring and

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buoying devices should all be miniaturized if the
anchoring chains of markers are not to be tampered with
during navigation.
On the vessel itself. the various forms of climbing
arrangements should be seen in this workshop. Gangways.
portable. pilot and monkey ladders should be provided in
the seamanship workshop. Securing these climbing devices
together with their practical usage will be taught in the
workshop. The other forms of moving around the vessel
should also be represented. Fore-aft life lines with
rings for hooking safety belts. the rigging of stages and
boatswain’s chair. working on ship's side by work rafts
etc should all have their various rigs placed in the
seamanship workshop.
Rope work is very basic in seamanship. The different
materials for manufacturing (natural. synthetic and
metallic) should have samples and equipment for splicing
them. This will mean spikes. fids and cutters to match
the rope material and sizes. Yarn. strands and the lay
should all be identified by samples including those ropes
with core material. Provision should also be made to
train the students in knot tying together with their
applications in relationship to the marine environment.
Rope protection is a must and this depends on material,
the lay and application of the rope.
With the rope comes the pulley (sheave and tackle).
shackle and hooking arrangements. As many forms of these
should be represented in the workshop as possible. Bottle
screws, grips. opened and closed sockets and such like
will aid students in having a good introduction to the
profession. Sewing palms and needles will be needed in
canvas work. At times the needle may be used in rope work
as well.
Line throwing devices should be acquired or made for

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the seamanship workshop. The mechanical line throwing gun
with over one hundred meters of rope should be trained
with. The manual rope throwing guns can be made in the
training facility. Cleats. bollards and bull rails will
then help students in the rudiments of ship tying.
Windlasses. anchor chains. riding chocks. stoppers.
dogs. capstans and different types of anchors should be
housed in the workshop. Relative positions of operators
with respect to these equipment is important if injuries
are to be averted when ropes and linkages are in use or
snap. This is an area the seamanship workshop will train
students in.
Different miniature models of hatch covers can be
arranged in the workshop. Woodenboards with tent and
buttoning downdevices, single pull pontoon steel covers
and hydraulic articulated pontoons with cleats and
eccentric rollers can all be represented. Their security
in stowage is important and this should be built into the
systems in the workshop.
Hull maintenance can be highlighted in the workshop.
Scrappers. chipping hammers (and some electrical or
pneumatic chipping tools). wire brushes. paint brushes and
rollers can initiate the trainees. Jobs in the workshop
cluster maybe used for this training if national laws do
not see it as student labour use.
Sounding leads with a couple of sounding pipes with
different bends can be arranged to give trainees a feel of
sounding and some of the anomalies to expect while in the
marine environment.

MAINTENANCE
The workshop cluster is going to house a set of
"maintenance" rooms if the repairs of the buildings and
fittings are to be done in-house. There should be a room

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for carpentry with powered wood saw, plane. drills. sander
and any other carpentry tools that will be required.
Plumbing. painting. gardening etc should all be allocated
places in this workshop cluster or near-by. All the
maintenance rooms should be equipped with the necessary
tools and storage spaces for stores.

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workshops
 C3(JTf13I[IDIE V9C3E?PC£5P{C)E°S5

The learning in these workshops will be psychomotor

and mostly in the open air. Of course parts of the
learning will take place in enclosed areas. In some cases
the learning environment is far removed from any of the
other workshopsand learning facilities for various
reasons as will be shownprogressively.

FIRE CENTRE
The marine environment is the most dangerous arena
for a fire. More often than not external help for such
fires is difficult if not impossible to get. The normal
modeof fighting fire ashore does not apply easily to the
marine fire. This is because of stability problems that
arise due to water accumulation (free surface). Add to
this the unique accessibility problems found aboard and
the difficulty encountered whenretreating to a save
haven. Due to self sufficiency in power supply and at
times the cargo being carried. liquid fuels are in
abundance aboard. increasing the fire risk and making
water which is in abundance in the marine field unusable
for the fighting of this kind of fire.
Special training is therefore required to equip the
mariner to deal with fires without external help. He must
also be trained not to compounda fire problem with a
stability one. This training can be effectively
undertaken in a well set-out fire training centre in the
maritime training facility. One should not rule out the
possibility of utilizing the national or local fire
training facility if it is in close proximity to the
maritime training facility. Modification (mostly
additions) will of course be needed to make the

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alternative meet the maritime’s special needs,
In the maritime training facility. the fire centre
should be situated where there are no restrictions on
emissions (especially of smoke and gases). A minimumof
two hundred metres is recommendedto separate this cluster
from any of the other clusters. The wind direction should
be given due consideration to prevent carrying the
combustion products to other parts of this learning
institution. The fire centre cluster will preferably be
near the water. sea. lake. river or lagoon to enable the
centre to have access to a copious supply of water. In
places where water supply is no problem. the cluster can
be sited otherwise. Fresh water supply is rather
advisable unless special care will be taken of the steel
equipment to prevent rusting and salt water corrosion.
The fire cluster should consist of two blocks. The
first is the main block containing the lecture room.
office and equipment cluster. The second block is the
"ship" which would be used for most of the smoke and fire
exercises. Thirty to forty metres should separate these
two blocks. In-between and around these two blocks. some
of the fire training equipment which need not be indoors
may be sited (as shown further on in this paper).
The main block will house a classroom which should
seat at least the largest class in the institution (say
twenty-five). Student stations should have chairs and
tables as in the normal lecture rooms in the lecture room
cluster. Overhead. slide and movie projectors should also
be provided together with video recorder/player and a
television set. The instructor's table must have at least
two square metres of top area to accommodate realia which
is being shown or demonstrated with. Samples of devices
should be on display in the lecture room. These samples
will preferably be sectioned. and include sensors.

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sprinkler heads, international shore connection. portable
extinguishers, gas detection metres and a demonstration
set for low and high explosive limits.
A changing room with lockers is essential. The
changing room should be about two-thirds the size of the
classroom and have a low table of about a third of a metre
high and large enough to seat the class. A shower room
should adjoin the changing room. There should be one
shower per six students in a class i.e. four showers for a
class of twenty-five and one for the instructors. Where
arrangements are such that trainees can go for showers in
their hostel without inconvenience. the showers may be
dispensed with. fior toilet facilities, three sets of w.c.
bowls should be installed.
The main block may also house a demonstration room.
This demonstration room should contain the "ship" model to
a twentieth scale. It should be sectioned and have the
possibility for removing stacks deck by deck. This will
aid briefing. planning and debriefing of an exercise in
the "ship". Different gases and liquids with their
matching measuring instruments should be stored here and
used for calibration exercises. A zero point nine metre
(0.9m) high table should be provided for this. The table
should have enough top space for half of the class at zero
point five square metres (0.5m) per student.
Extinguishing chemical mixing. testing and reactions could
be demonstrated here. A sink with taps should be
installed.
Carbon dioxide engine room flooding systems are
scarcely operated on board except during the two yearly
inspections or when there is a fire. Whenit comes to
operating them in an emergency (when there is a big fire.
which in itself is rare). problems arise despite the
detailed posted instructions. A one metre by one metre

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and zero point seven metre high (1m x 1m x 0.7m) engine
room model with doors and sky lights. carbon dioxide
piping and bottles can be arranged in this room to give
students a miniature hands on experience. This engine
room flooding system will contain pilot and main
cylinders. isolating valves with all the accompanying
wires and pulleys as found on board. All equipment in
this model should be sized to match and real fires (not
simulated) can be set in it just as real fires will be
used in all exercises in the fire centre.
The various detection systems should have working
models in the centre. Thermal. smoke (optical and
ionization). flame and fragile bulbs should all be
installed. Fire fighting media such as the halons. foam
and dry powder should also have samples here. This room
can also be used for re-charging exercises of the foam.
dry powder and water portable extinguishers. Measuring
jars, weighing scales and sinks should then be installed.
Another room of special interest is the equipment
room. This will be a sort of store house. Lockers should
be provided for cotton gloves. gauntlets. firemen's coats.
helmets. oil skins. hoods and boots. Complete sets of
breathing apparatus (at least each of one thousand two
hundred litre capacity free air or the most widely used
capacity in the local maritime field) and low air level
alarms should also be stored here. An oil-free air
compressor for refilling air bottles is a must. The
location of this compressor must take air purity into
consideration together with filtering devices. There
should be enough breathing apparatus sets with at least
twenty-five percent spare. Air bottles should have over
‘fifty percent spare in addition to the air compressor to
enable changing bottles whiles exercises are in progress.
Fire proof life lines (at least thirty-six metres

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each). %afety harnesses, axes and safety flash lights
should all be stored here. This equipment room should be
at least twice the size of a lecture room but it must have
a very high ceiling (at least five metres inside height)
for air circulation.
Spaces for storing portable extinguishers should also
be provided here. Nine litre water and foam
extinguishers, five kilogramme carbon dioxide. two to
three kilogramme halon 1211, ten kilogramme dry powder
extinguishers. smokegenerators. seventy and forty-five
millimetre diameter hoses and their nozzles may all be
stored here for the various exercises.
The "ship" block will very likely be constructed of
steel. Wheresteel is too expensive. fire resistant
bricks may be used. There should be enough doors on this
block to allow immediate evacuation of all persons in an
emergency. These emergency doors should not be more than
five metres apart on each floor. Windowsshould also
abound so that smoke can also be evacuated in the shortest
possible time if and when the need arises. For training.
some doors and windows will be designated "unmovable"
parts of the bulkheads.
There should be a minimumof five decks in the "ship"
structure. The first deck (ground floor) should have a
total floor area not less than twenty metres by thirteen
metres. This deck will comprise an engine room with a
workshop area containing engine dummies. a dummytunnel
with shaft and a door with closing possibility. A manhole
in an engine room bulkhead should lead into the ‘tween
deck of a hatch. A fuel tank also with a manhole should
be located here. Portable extinguishers befitting the
fire expected in the locality should be sited all over the
engine room or as an exercise might demand.
On the second deck, the engine room trunking should

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house a dummyelectrical switch board, a dummyboiler and
some gratings in the deck. Twosets of stairs should lead
from the engine room first deck to this second deck.
Tanks and trays for setting fires should be provided. A
door from the engine trunking should lead to eight or so
cabins also on this deck. Half of the cabins in this ship
structure should have a bed. settee and wardrobe each.
The others should be equipped with a table and a chair
each. A bathroom and lavatory should also be provided on
this deck.
The third deck should still have an engine trunking,
office. dining saloon. pantry. galley and three or four
more cabins. .Each space must be furnished (in steel) as
appropriate e.g. range in galley. tables and chairs in
dining saloon.
The fourth deck is going to have the hatch covers.
limiting the enclosed structure to about twelve by ten
metres. In the open air on this deck may be mounted
dummywinches and windlasses. On the engine room casing
may be sited a fan room. On the fore end of this deck
should be the wheel house and chart room where wheel and
telegraph. chart table and possibly air sampling (with
carbon dioxide flooding) dummieswill all be found. A
radio room should adjoin the wheel house by a
communicating door.
The fifth deck should just be about six metres by
seven metres (on top of the wheel house) with a funnel
sticking out.
All decks should be connected with two sets of stairs
on the outside. These are to be staggered just as found
on board ship. There should also be an internal flight of
stairs. The shaft tunnel should have a vertical escape
tunnel and ladder which may terminate on the third deck.
The whole ship structure should not be less than ten

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metres high. Apart from the first deck, all decks should
have scuppers equipped with plugs. A ten centimetre high
coaming should then be provided on these decks to draw
trainees’ attention to the fact that water should be
drained off during fire fighting to prevent instability.
The accommodation in the "ship" should be fitted with
a working sprinkler system with different temperature
bulbs for demonstration. No electrical wiring should be
installed in the "ship" for safety reasons. If any are
fitted. there should be no means for making them live.
This will safeguard against electrocution. There should
be at least two fire hydrants on each of the first three
decks and one each on the other decks. They will be
advantageously located at the entrances to the spaces
which they are to protect. Each hydrant should have a
valve for turning on and off the water. a hose and a
nozzle. It will be advantageous to have nozzles that can
give a spray of up to four and a half metre diameter at a
distance of two metres from the nozzle end to form a
shield. They should also embodyregulating/shutoff valves
and be capable of throwing a jet of twelve metres minimum
when the flow rate is twenty-six tonnes of water per hour.
A pump (or water main) capable of delivering at least
three and a half kilogramme per centimetre squared
pressure at two hydrants (fitted with nineteen millimetre
bore nozzles) should be installed. Isolation valves and
an international shore connection maybe fitted for
practice. Wherea pumpis installed in addition to the
water supply mains from outside the fire centre. the pump
facility may be used as the emergency fire pump. Each
hose should be at least sixteen metres in length which
will give trainees the feel of real sizes and orientation.
Breathing apparatus exercises will be needed by the
trainees to give them the feel of climbing from the lowest

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hold or engine room deck to the bridge of a modern vessel
or offshore structure. A hill of at least thirty metre
height nearby should be adequate for this breathing
apparatus exercises. In lieu of this. a flight of stairs
with landing every three metres height should be
constructed to about thirty metres high. Whereintensive
exercises are being undertaken (which is not very likely).
a belt of lead weights may be provided to be worn on the
waist to simulate tiredness or a load being carried.
At least six dummies (of human beings) will be needed
for smoke rescue exercises. These should have weights
commensurate with humans - forty to eighty kilogrammes
each will do. Twostretchers. a first aid kit (including
burns treatment materials) and a resuscitation kit with
oxygen/suction unit should be provided for the first aid
post in the fire centre.
In the open air. outside the two blocks mentioned
above. should be provided a gas network of twenty-five
millimetre diameter pipes in two branches, each having a
length of three metres. The pipes should be perforated in
different places and at angles to give a blaze of gas fire
for practicing gas fire fighting. A nine metre diameter
concrete platform with a maximumholding depth of ten
centimeters will allow students to practice with the high
expansion foam set. This will mean a high expansion foam
generator, two mechanical foam branches and foam compound.
Steel trays. each fifty centimetres off the ground
should be provided for halon. foam and carbon dioxide
portable extinguisher training. Twoof the trays may be
two metre diameter each and the third a metre square.
They should each have a zero point three metres of depth.
Three sets of brick fire "trays" should also be built in
the open air. They should be adjacent to each other and
closed on three sides. These brick trays may be a metre

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by two each with the walls rising a metre and a half high.
These trays will be used for "metallic/electrical" fire
practice.
Fire hydrants located near these out of doors
equipment will help trainees combine water spray shielding
with approaching conflagrations.
This setup should hopefully meet the marine fire
training demandof the maritime training facility. It is
of utmost importance to stress that the planning and the
execution of the fire training programmeshould be
meticulously undertaken if the full import of the training
is to be gained.

SURVIVAL CENTRE
Marine structures, floating and fixed. are designed
to survive the marine environment under normal conditions.
At times, abnormal conditions prevail. forcing humans to
evacuate the ship or marine structure they are inhabiting.
to the water for some time.
Humansare not amphibious. Special adaptations will
have to be made if one wants to "live" in the water for
any length of time. This is the main objective of the
survival centre. It should train mariners to use the
meager supply of equipment and nourishment which is
provided as a survival kit on board the ship or marine
structure. V
The maritime training facility will aspire to provide
as manydifferent kinds of survival equipment on its
grounds as can be found aboard vessels. The facility will
also endeavour to give each student adequate practice in
the use of this equipment. This is clearly shown on the
international level by the IMO’sInternational Convention
on the Standards of Training. Certification and
Watchkeeping for Seafarers, 1978. Chapter VI of the

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convention deals with survival craft proficiency and makes
it mandatory for certain ranks on a ship or marine
structure to have a survival certificate. Appendixto
Regulation VI/1 outlines the minimumknowledge required
before one can be issued this certificate. This will
hopefully increase the survival chances of people at sea
in an emergency situation.
The survival centre will preferably be near the sea
(river. lake or lagoon) near which the training facility
is situated. It is difficult to isolate this centre from
the boat centre (harbour of the training facility), though
they are treated in this paper separately. Someof the
exercises may be conducted in a swimming pool which can
double as a survival as well as a recreation facility.
Where climatic conditions are severe it is recommended
that the swimmingpool be sheltered from the elements. A
three tier diving board can give practice in jumping into
water from a height with life jacket on. The height (to
water level) of jumping should never exceed six metres.
A four metre, a two metre and a thirty centimetre height
should provide substantial variety for practice jumps.
The minimumwater depth in the jumping board area should
be four metres to prevent a trainee touching the bottom
and being injured. The pool may then be sloped up at the
bottom to give a one point two metre depth at the
shallowest part. This set up can then be used for
swimming lessons as well.
Investigations have shownthat people slip out of
life jackets that are improperly donned while in the
water. Improper use of life jackets has broken necks of
would be survivors on contact with water when the heights
they jumped from were high. Practice is therefore well
Justified.
A simple rigging to simulate helicopter rescue from

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the water may be mounted a metre or two from the diving
board along the edge of the pool. In a typical
installation. the swivel rig’s head will have a pulley
over which a rope runs. The rope is then taken on a drum
which may be manually or electrically operated through
gearing. This will then teach trainees how to go into a
sling. basket or a stretcher lowered from the
"helicopter". Wherethe sea at the survival centre is
sheltered and ambient conditions allow. the pool may be
dispensed with and the sea used in its stead.
Life buoys (quoits) with life lines of thirty metres
attached will help students learn to throw this floatation
device to people who are "overboard". Some of these may
be provided with water activated lights to indicate their
positions. Both fixed volumeand inflatable life jackets
with whistles. reflectors and/or sea water activated
lights should be practiced with. Modern technology has
come out with immersion suits that can aid a survivor even
in very cold water. Twocomplete sets of these survival
suits maintained at the survival centre will allow
students to practice donning them.
Ships are equipped with life boats and life rafts for
survival purposes when the ship is abandoned. The
maritime training facility must therefore give training on
how to use these survival crafts in the best possible way.
Though the boat centre should have a set of boats (as
discussed later). for survival one motorized and another
un-motorized. rigid life boats can be of great assistance.
They may be open or semi-enclosed. Gravity davits should
be provided for life boats for trainees to master
launching and retrieving. It will also help trainees in
knowing the care needed to keep the launching devices in
permanent readiness. Where a free fall launching
arrangement is installed, a self righting totally enclosed

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life boat mayhave to be installed for the training. For
the gravity type. a boarding stage may be provided.
Life rafts. rigid and inflatable. mayalso be
installed for practice launching. boarding and use.
Training in righting the non-self—righting life rafts is
very important. The various devices for releasing life
rafts from their stowed positions should be given some
eminence as automatic release devices have been neglected
and detrimental penalties have been paid in emergencies.
Covers or canopies for the survival craft are
important. Statistics have shownthat the cold has killed
more shipwrecked mariners than drowning. Though people in
survival craft are advised to stay near the location the
vessel was abandoned. sails have helped survivors go to
safety. Its use may therefore be encouraged in the
survival centre of the maritime training facility.
Pyrotechnics in the form of rockets, flares and smoke
floats for position identification is quite good and may
be practiced with during survival training. Emergency
position indicating radio beacons (EPIRB)by international
regulation. GMDSS.are becoming a must in the marine
field. Its activation therefore needs to be taught. The
survival centre may be equipped with two of these
floatable EPIRBswith at least five metres of rope
attached to each one of them. Those operating on the four
hundred and six cycles per second (406 Hz) frequency is
recommended for world wide marine usage.
The boats and rafts in addition should be equipped
with oars, buckets, bailers. sea anchors (and/or drogues).
signalling mirror and liquid compass marked in points.
Sewingpalms needles and sail thread can initiate trainees
into survival craftsmanship.
The use and preservation of rations on survival
craft is very important. Samples stored in the boats in

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the survival centre will give trainees the sort that they
are which is basically water, carbohydrates and sugar.
Concentrated or tableted milk. biscuits. sweets and water
are the main. Their sealing and remaining sealed are to
be highlighted. Fishing hooks. lines and bait can help
students train in fishing though one must always remember
that lots of water is needed whendigesting high protein
food. of course drinking sea water is prohibited.
Survivors have been known to stay on their own for
over a hundred days at sea. Passing the time without
becoming insane then becomes one of the priorities.
Portable radio sets. playing cards and other such things
have helped in this respect. The students will
advantageously be orientated in this direction also
during the survival course by providing them with some of
these amenities.
Shark repellents have been effectively used in shark
infested waters to increase survival. Not dumpingbird
and fish remains into the water has also increased chances
of survival on such infested waters. Training in these
respects too can go a long way.
Stretchers. first aid kit and resuscitation kit may
be imported from the fire or first aid centre for training
in the survival centre if and when there are no overlaps
in schedules. On the other hand. the survival centre may
demand a set of this equipment of its own.
A sandy beach on the waters edge may give practice in
beaching life boats. The boat centre should provide the
rest of the needed spaces and equipment for survival
training.
Though most seafarers are never going to need the
training they acquire in the survival centre. it is far
better to have the training and not to use it than not to
have it when the need arises: the more so when one

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realizes that nobody knows which mariner is going to have
the need to use the training so acquired.

BOAT CENTRE
The boat centre will provide great assistance to the
survival craft and also train the students in small craft
handling. There is the bonus of this being a recreation
facility with a training touch if navigational buoyage can
be provided. For non-sea going craft. sheltered waters
will be required. The selection of craft will therefore
depend on the boating area available.
In any case. the boat centre should house a motorized
speed boat for rescue operations. This may be up to five
metres in length with the capability of housing first aid
kit. resuscitation and suction equipment. The speed will
be needed when survival courses are being run.
A work boat too will be an advantage. Towing rafts
and other boats will be the main duties in addition to
giving practice in boat handling. This is essential where
the training facility uses the sea for boating practices.
The work boat too should be motorized.
About ten other assorted boats may complete this
centre with respect to boats. Somemay be sail. others
rowing and of course some may have either outboard or
inboard engines to give all the various training the
mariner must have.
The work boat is likely to be of steel construction
and the small boats of wood. fiber glass or steel. The
possibility of repairing these boats in-house maybe
considered when acquiring them. Though no one is going to
advise students to mishandle the boats. incompetence may
be expected from them.
A stores shed to house the accessories may be sited

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at the water's edge. Storage shelves for sails. oars,
outboard engines. ropes and all other boating equipment
which has to be stowed away from the boat when not in use
should be provided.
Another shed is going to be for repairs and
maintenance of the crafts. The repair shed will need
doors wide enough for the biggest boat which is to be
serviced there. Powered and hand tools may be installed
in the maintenance shed. Saws. grinders, chain blocks for
lifting, drills and others mayall be represented here.
Cleaning and paint spraying facilities mayalso be
provided. The engineering repairs and maintenance may be
carried out in any of the appropriate workshops in the
workshopscluster as seen fit. that is if such repairs
cannot be performed in the boat repair shed.
A towing car (for example a jeep) and cradle
arrangement may help haul the boats out of the water. A
gentle slope should then be constructed into the berth
facility. A twenty degree gradient will suffice.
Sheds constructed over part of the jetties mayhelp
suspend boats out of the water by means of tackles and
ropes. Woodenor concrete platforms may also be arranged
in these sheds and tackles on rails help drydock the
boats. The very small boats that can be manhandled may
not need these docking arrangements.
Finally, if the training facility acquires a training
vessel (as discussed in the next chapter) and decides to
berth it on the training facility site, then this port
(boat centre) may have to provide the jetty for her. The
berth may be dredged to the required depth for the maximum
draft of the training vessel and bollards rooted on the
key. Fending may also be allowed for. Due to its deep
draft compared to the other boats harboured in the boat
centre, a turning (or maneuvering) zone may be provided

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for the training vessel depending on the berthing and
unberthing methods envisaged and the hydrographical
contours of the boat centre.

General physical fitness is a prerequisite for

trainees to undergo any of the exercises in these "Outside
Workshops“. This is due to the physical exertion and the
hazards one is exposed to in these training phases.
Though the institution should endeavour to give as good a
prevailing condition in the "outside workshops" as
possible. one must face the fact that fire. smokeor water
does not tolerate weaklings. Equipment. for example
breathing apparatus. mayhelp but the elements will still
take their toll. The only way to reduce this toll is for
the trainee and trainer to be fully alert. This
invariably includes physical health to the highest
possible degree.
The mariner in most cases is isolated when he needs
help. It therefore behooves him to prepare himself as
fully as possible to be "self dependent”. The maritime
training facility's "Outside Workshops"hopefully will aid
him in this preparation towards the unforeseen but
constantly threatening emergencies.

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outside workshops
 TFEQJKJIIQTIIJCE \fEZ£3£3EEI.( E5)

Training of mariners has taken many forms over the

centuries. One aspect which has stayed the same. at least
in the last century. is the practical experience required
at sea before one is given any responsibility aboard. The
international convention on Standard of Training.
Certification and Watchkeeping for Seafarers. 1978. with
subsequent amendments. stipulates the minimumpractical
training required before the first and successive
certificates of competencyare issued. These rules and
regulations highlight the necessity of proper practical
training before one is allowed to take charge of machinery
or navigation related to the marine environment. The aim
is to prevent casualties which might yield social.
environmental and/or economic losses. In this chapter,
the practical experience required before the issuance of
the first certificate is what will be focused on.
There are two main systems practiced world wide in
giving this requisite sea service. The first is for the
trainee to be attached to a vessel operating commercially.
The number of trainees in such a case will be limited to a
maximumof four (generally two engine and two deck
cadets), or there abouts. The chief officer or second
engineer (both senior officers) maybe responsible for the
trainees in addition to their normal ship operating
duties. No special classrooms or teaching materials are
provided. There-might (at times) be no set programme for
the trainees but to learn what the ship provides through
the daily routines and what comes up by way of
emergencies. The end product of such a training procedure
is indeterminate due to lack of control of the programme.
The second is to have a vessel dedicated exclusively

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training vessel(s)
to the training of cadets. This vessel may be
commercially operated in addition to the training or
limited to the training alone. In any case. special
provisions are made for accommodation. lecture rooms and
materials. a duplicate bridge for the cadets or provision
for teaching on the bridge. engine room designed to
facilitate learning and arrangements madefor trainees to
see as much as possible within the set time frame. Above
all, officer(s) solely dedicated to instructing the cadets
are included in the crew. This vessel if integrated into
the training facility's programmewill ensure continuity
and wholeness of the training.
Whether the training vessel is commercially operated
or not will depend on the economics of the situation and
who provides the vessel. If a companyhas the training
vessel in the fleet it will have the commercial touch. On
the other hand. the training facility mayoperate the
vessel non-commercially. A commercial touch to the
training facility's vessel should give a more all round
experience to the trainees.
From the foregoing. the training vessel approach is
far superior to the first (i.e. attaching a cadet or two
to a commercially operated vessel without training
instructors). If the superiority is not to be lost, then
the close correlation between the maritime training
facility and the training vessel should be maintained.
The instructors on board should be part of the training
facility staff. Possibly. commandant(s).lecturer(s) and
educator(s) whoin addition to the instruction aboard have
duties to perform in the training facility should suffice.
It is best for the training facility to ownand operate
the training vessel to reap this benefit of total
correlation between shore and sea training to the fullest.
The training vessel should be berthed in the boat

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training vessel(s)
centre on the training facility. The close proximity of
the ship to the campus will bring ease of reference and
encourage belonging and special care of the vessel. If
this berth cannot be on the training facility due to
physical reasons. then the nearest port may be used.
cognizance being taken of the fact that easy access to the
vessel is a must especially with respect to maintenance
for sea keeping.
The training facility may be obliged to own two
training vessels. Wherefishing technology forms part of
the curriculum, a fishing vessel of about two hundred
gross tonnes and a deep sea going vessel of at least four
thousand gross tonnes should form the bases of the
practical sea training phase. There is the possibility of
combining the above two vessels into one. Unfortunately,
cramping can result in such an approach so two distinct
vessels are advisable.

FISHING TRAINING VESSEL

The training vessel for fishing will give experience
in routine work. non-mechanized and mechanized fishing
techniques. Seamanship and the use of navigational aids
in the real fishing environment is the aim. Catch
handling with safety measures in all aspects should be
embodied in the design and build of the vessel.
The tonnage of the vessel (200 grt) will be the
average commercial fishing vessel size in the locality of
the training facility. The engine power. about one
hundred and forty kilowatt (140kW), should match the size
of the vessel. She should be fitted out with the
prevailing industrial fishing gear with provision for
adapting techniques that are most likely to be introduced
into the local fishing trade in the foreseeable future.
It is unadvisable to fit multipurpose, unconventional

130
training vessel(s)
fishing gear as this will obviate the aims of the training
experience. The general fitout should be representative
of the order of the day in the vessels of the same size in
the locality.
The engine should have the capability of bilge
pumping and delivering water on deck. An attached
generator may produce the power required for deck
equipment and fishing gear handling. This should be in
addition to an auxiliary engine of about thirty kilowatts
(30kW). The deck powered equipment may have the
possibility of using lower powers than required so that
mistakes made by trainees will not be disastrous. The
vessel should be designed and have amongothers. stern,
bottom and mid-water trawling. ‘Purse seining. longlining.
pole-and-line fishing and gillnetting mayall be catered
for, where such harvesting methods are applicable. Sonar
facility for locating schools of fish will also enhance
the trainees’ knowledge in this sphere.
As a training vessel. the full capacity for fish
catches in commercial quantities need not be utilized.
The spare space may therefore be used as accommodation for
the trainees. A vessel of this size may accommodate
twenty-five trainees in addition to the normal crew who
should all be part of the maritime training facility.
The wheel house which will contain all the equipment
as on a commercial fishing vessel of the same size should
have an all round view. Though space is at a premium. the
wheel house may have sufficient space to allow a small
group (eight trainees and two instructors) to gather for
explanations and instruction. This mayalso be applied to
the engine room.
Safety is a premiumespecially where trainees are
involved. Enough life jackets and lifeboats (and of
course liferafts) must be provided on board. The fire

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training vessel(s)
fighting capacity of the training fishing vessel must be
adequate.

MERCHANT TRAINING VESSEL

To meet the highest propulsion power stipulated in
the STCWconvention for the highest certificate of
competency, a three thousand kilo-watt engine must be
installed in the training vessel. The vessel should be in
the region of four thousand gross registered tonnage or
sized to match the engine depending on the design. Though
for first certificate of competency. less tonnage and
power is required, a training vessel of the stipulated
size should give the trainees a fair size to train with.
The vessel may be fitted out like a normal commercial
trading vessel of its size, with modifications (mostly
additions) as outlined in this paper.

BRIDGE FOR TRAINING

In addition to the normal navigational bridge. there
may be a second bridge atop of the first. The second
should be the training bridge equipped with a wheel and
steering telemotor transmitter. A gyro-compass and a
viewing for the magnetic compass should be provided with
the possibility of auto-piloting. Tworadar screens.
satellite and decca navigators (multi-sensor receivers)
and echo sounders may all be hooked to the ones on the
main bridge. The main bridge will have the over-riding
capability to enable corrective action to be taken when
trainees make errors on the second bridge.
For communications.radio transmitter/receiver sets
will be aboard together with two VHFsets with extensions
to the training bridge. Twoecho sounders may be fitted.
one being the deep and the other the shallow type. A

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barometer. anemometer and hygrometer will help in
determining the prevailing weather conditions.
Inclinometers will help to maintain the vessel upright for
efficient propulsion and less stressing of the ship's
structure.
The engine console in the training wheel house should
have indication for speed from the doppler logs. engine
revolutions. alarm and critical indications as well.
For internal communications. electronic telephones
and public address systems may be installed. Sound
powered telephones and sound pipes may link essential
positions like bridge. engine room. emergency steering.
forward and aft mooring stations for emergency actions and
training.
The training bridge may also act as the second fire
station as the fire detection panel on the main bridge
will be duplicated here. An air sampling system may be
used to monitor the spaces. The cargo and engine spaces
shall be covered by a fixed fire fighting system.
Use of automation should be limited in the training
bridge. A manual chartroom with manual position fixing
instruments. such as sextant. is recommended.

ENGINE ROOM
The engine room controls should preferably be manual
for trainees to have watch standing experience.
Temperature. pressures and level regulation will then be
manual. This would then give the needed practice when an
automated control is to be over-ridden due to faulty
operation. It also brings the trainees very close to the
machinery and the various processes. Even if the engine
room is fitted out for un-mannedoperation. for training
purposes. the manual mode should be used most of the time.
Both steam and diesel engines may be represented in

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training vessel(s)
the engine room. This will allow the students a fair
practice in each. Where the main engine(s) run on steam.
i.e. turbines. at least one of the auxiliary engines
should be diesel and vice versa. The training vessel's
power plant should match her size to give a service speed
anywhere between ten and seventeen knots (10 - 17 knots).
There are instances where sail power has complemented main
engine power on training vessels. Depending on the engine
chosen, clutch and/or gears may be interposed between
engines and propulsion shafting. A fixed blade propeller
should suffice with an aft peak tank cooling the stern
tube. There may be three auxiliary engines feeding the
electrical bus-bars with 3-phase alternating current.
Transformers and rectifiers will help bring to various
equipment the required voltage. For a three thousand
kilowatt main engine. each auxiliary generator should
develop not less than one hundred and fifty kilowatts
(about five percent). Because of the higher electrical
load expected for the hotel services of the over fifty
cadets that may be on board at a time. this auxiliary
engine capacity may have to be doubled.
A shaft generator, also of the same size of one
auxiliary generator. maybe driven off the ship's
propulsion line to give trainees the modeof operation of
such a system.
The biological (or what ever system is chosen) sewage
treatment plant should be sized to match the increased
capacity expected for the increased number of personnel.
The same applies to the refrigeration and air conditioning
systems.
Some equipment may be provided in more than the
duplication normally installed on commercial trading
vessels. This will give instructors time to explain to
trainees when the equipment (pumps. compressors. etc) is

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training vessel(s)
opened up, rather than rushing to box them up for their
stand-by duties.

LECTURE ROOM(S)
A space designated as a lecture room may be needed
for large group instruction. Where the total number of
trainees aboard are more than fifty. two rooms may be
needed. Chairs with writing tablet arms should be
provided for the students. Provision for securing in
rough seas should be made. Each lecture room should seat
at least twenty-five trainees. A writing board.
projector. screen and a television set maybe installed in
the front of the lecture room. An overhead and a sixteen
millimeter projector should be sited to give a good image
on the screen. H
Another room (or cupboards against the bulkheads of
the lecture room) should house books. manuals, blueprints
and other learning materials to cover academic,
professional. extracurricular and particularly the
training vessel itself.
DINING SALOON AND RECREATION FACILITIES
A dining saloon and a duty mess should be provided
for the trainees. These facilities mayadjoin that of the
officers’. The tables in the saloon may double up for
desks when cadets need large table top working space.
These tables may therefore be sized to seat at least six
cadets apiece during meal times. With some sofa and
settee arrangements in a space adjacent to the dining
saloon, this dining area maybe turned into a recreation
lounge in between meal times.
Almost all young people are hyperactive. Spaces may
therefore be needed for sports and games. Table tennis.
deck polo. sea billiards and such like should be catered

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training vessel(s)
for in addition to table top games such as cards. chess,
draught. etc. Hobbies like photography, bird watching.
gymnastics and darts can help fill the off-duty and
learning hours which is in abundance at sea.

ACCOMMODATION
Where the normal accommodation on such a vessel is
not enough to house a large number of trainees. cargo
spaces may give way to cadet cabins. Such cabins may be
designed to berth more than a cadet in a cabin. Bunks.
lockers, drawers and writing table and chair should be
provided for each cadet on board. Each cabin may have a
day roomnext.to it where seating in comfort can be easily
achieved and "visitors" can be entertained.
Washing and toilet facilities may be the communal
type where space is at a premium. In any case. at the
most four cadets should have a water closet and a shower
between them. Due care should be exercised when designing
these cabins where female trainees are included in the
training programme.

EMERGENCY SYSTEMS
Above all. with so many people aboard her. it is
recommendedthat passenger ship safety regulations be
applied to this training vessel. This is in respect of
water tight divisions and fire separation zones. The
national (adopted from international) regulations mayhave
to be applied.
The ship's fire fighting capability will always be
kept in readiness and top shape as this impression is what
the trainees are likely to carry with them the whole of
their marine careers apart from saving the vessel and
their lives whenneeded. This applies also to the life
saving appliances. Lifeboat capacity should be adequate.

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training vesse1(s)
Coupled to life rafts. there should be more than enough
for everybody on board on port side or starboard side
alone (100%per side). If the national passenger vessel
rule is more stringent than this. then the national
regulation should prevail as these cadets are more or less
"learning passengers".
Emergency power should be given priority in
maintenance. An emergency diesel generator feeding an
emergency board may be needed in addition to a battery
backup to ensure no total blackout situation arising.

A well planned training programme should be drawn to

match the training vessel's equipment. Without this. the
purpose of this most expensive and essential training aid
will be lost.

137
training vessel(s)
 CZC)PJC3I_LJS3]IC)PJ

Humanscannot leave the marine environment alone.

Separating land masses. the water masses have to be
traversed in one form or another for people to relate to
each other. Holding an unlimited quantity of resources
and covering over two-thirds the earth‘s total surface
area. the marine environment has to be penetrated to reap
the benefits available.
Shipping (international and domestic). defense and
sovereignty, fish. minerals. energy. sand and stone
harvesting necessitate humansventuring into the
untameable marine environment. Cutting down losses as
near to zero as possible in this unforgiving environment
while harvesting marine resources is every nation‘s
objective.
To do this effectively. man has to know the
prevailing conditions in the environment and to apply the
available tools efficiently. Both require the proper
training of all maritime personnel to fulfill their job
demands. It is then that the best of equipment will be
produced and each managed and applied as designed. In
effect, the maritime casualties will be reduced
appreciably to safeguard man and the environment and put
the limitless marine resources at man‘s disposal.

Training of personnel should be performed in a

conducive atmosphere. The equipment one may be using in
the field should be introduced before one enters the field
if user acquaintance and friendliness is to be achieved.
Wherethe training facility is sited is important.
Gains can be made if located near the marine industry.
Visits by trainees to various sectors of the maritime
industry will aid them to knowwhat their chosen

138
conclusion
profession entails and to gain experience while still in
training. Knowledgeablevisiting lecturers can be drawn
from the industry in addition to part time release for
up-grading workers.
Being near a water mass will afford the training
facility the opportunity to practice seamanship.
Geological considerations will off-set expensive
losses accruing from earth quakes. landslides. erosion,
etc. Health hazards also impose limitations on the
geographical location if epidemic out-breaks are to be
prevented. Electricity. water and sewage systems are
amenities one should not lose sight of as big bills and
inconvenience can result if not given due thought in the
siting stage. The environmental status has to be
contended with. Examples of these are noise. pollution by
factories and high tension cables.
Student population and types of buildings to be
constructed will determine the size of land. Vertically
stacked corridor floor type buildings may dominate though
they will be clustered onto the land to form a campus set­
up. Of course climate and kind of learning process in the
building will determine the final selection of type.
The planning is very important if repairs.
maintenance and replacement costs are to be brought low.
Educational and architectural consultants maybe needed to
execute the planning stage effectively.
The library which supports the learning process
should be well stocked to meet its objectives. Serenity
and good stock management can go a long way in easing
learning and searches. Library stock protection should be
given due attention if losses are to be reduced to the
diminishing point.
Class size can shrink or increase so adaptability of
the lecture rooms by movable walls will aid room size

139
conclusion
adjustments at little or no cost. Basically. it is
recommendedthat each lecture room provides enough seating
spaces for trainees and mounting areas for teaching aids.
Writing boards. projectors and other materials that will
enhance the knowledge acquisition process should be
catered for in the lecture rooms.
If teaching aids are to be effective. then their
selection and/or production should be given time and
thought. The aids production centre. well equipped. will
make teaching aid production fun rather than a job to be
done and finished with. Printed and duplicated material
should be easily taken care of by computer(s) (with word
processing capabilities) and a good photo-copier.
Transparencies can also be easily made in-house and a 35mm
camera will help with slides (developed and printed out of
campus). Video camera(s) in conjunction with video
players and display units can bring complex processes into
the comfort of the lecture rooms.
Well equipped laboratories and workshops can initiate
the marine students from basics through actual tasks they
will perform in the field as professionals. The more so
with the safety and survival procedures which can mean
life or death in the unrelenting marine environment.
Thoughexpensive, simulators will allow the learners
to make mistakes without causing any harm nor expense.
This is very important as ship owners always look for
employees with experience but normally do not want
trainees to learn with their equipment. This may be
because a mistake in the real world can make or break the
owner. A simulator obviously circumvents this ambiguity.
Computers. which have become part of science. should
be introduced to the trainees as the maritime industry is
now a science rather than an art. The computer laboratory
will see to this in addition to speeding up accounting.

140
conclusion
stock keeping and some management procedures of the
training facility.
The training vessel(s) give the professional to be
the experience that goes into making a mariner. The
maritime world accepts this experience before being given
responsibility and is clearly defined in the international
regulations. It therefore behooves the maritime training
facility to provide such experience before a trainee is
deemedqualified.

This synopsis has dealt with some of the things

pertaining to the training centre. It in no way attempts
to belittle the administrative. board and lodge,
recreational and physical fitness set up of such a
facility. They all form essential parts to make the
training facility worth its salt though they do not fall
within the confines of this paper. They should all
therefore be catered for. In the same way. the syllabi
and other programmes (soft ware) should be given their due
quota of attention.

STAFF
This paper is not dealing with staffing, anyhowit is
worth mentioning that a good set of equipment without the
proper usage, care and maintenance becomes a liability
rather than an asset. Qualified hard working personnel.
especially technicians who knowthe equipment inside-out.
should be available. This underlines an axiom which
should be added to this set of recommendations. "White
elephants are created by mannot by nature."

APPLICATION
Thoughthis paper is primarily written for a maritime
training institute. it has a widefield of application.

141
conclusion
With modification of the geographical location. the
chapter on land applies to any educational establishment.
The buildings are about the same for a particular climate
though the type of learning process can mean some
alterations. For example. when considering a school for
children under the age of ten, one only goes to (or just
below) the lower side of the given range of 0.38 to 0.75
square metres per student station to meet the need. Of
course workshops will not apply to such a primary school
age.
Higher institutions of science can also modify the
laboratories and workshops to suit their requirements.
This may mean.replacing the tools and machines specified
in this paper with those in the field they are studying
in. The machine tools, bench work tools. etc will fit
almost all technical colleges.
Even the arts schools and colleges can draw on parts
of the paper, for example. the aids production centre.
Discussing application. one must not lose sight of
the fact that maritime training facilities that are to be
set up will find an immensesource of material to start
with in this paper. The already established training
facilities too can draw from these recommendations to
improve upon what already exists. The entry requirements
and graduating standards will determine how much must be
subtracted from and/or added to these recommendations.
Financial limitations can make one divide the buildup
into phases. For example. a training facility may install
one personal computer per forty students initially. Then
add on to it gradually till the stipulated numberper
students is reached. From there it can go on to main
frame computers if the training facility so demands.
The maritime industry can also benefit from this set­
up (apart from the training of personnel) by way of

142
conclusion
research assistance. A typical example is a shipyard that
utilizes the research facilities the training institute’s
tow tank provides. Another is a government ministry
(agriculture for example) commissioning the fishing
training vessel to research into a new fishing net for the
net's local applicability.
Finally. it will be presumptuous to imagine that this
paper‘s humble recommendations are a panacea to maritime
casualty. A lot of other ingredients must go into the
prescription that may reduce marine accidents to the
diminishing point. But these other ingredients, tangible
and intangible. will be based on a sound Physical Set Up ­
A Maritime Training Facility.

143
conclusion
APPENDIX 1

144
appendix 1
 Geographical distribution of Total losses during 1987
(number of ships)
Region total losses
1 26
2 4
4_ 10
5 11
7 5
6 15
9 1
10 2
11 1
12 27
13 39
14 5
15 3
16 1
17 1
18 1
19 21
20 4
21 6
23 7
24 7
25 3
27 7
26 1
29 5
30 2
31 4
TOTAL 219

*Source: "Lloyd's Register Casualty Return 1967". I

145
appendix 1
 APPENDIX 2

Total losses during 1967

Flag Total losses

No. GRT.

Cyprus 12 193.165
Greece 6 155,503
India 4 67.371
Japan 24 12.413
Philippines 7 75,726
Singapore 3 43.346
South Korea 14 147,711
Turkey 6 45.006
Panama 23 141,634
United Kingdom 6 10.060
United States of America 13 77.034

isource: "Lloyd's Register Casualty Return 1987".*

146
appendix 2
 APPENDIX 3

CHEMISTRY LABORATORY APPARATUS SAMPLES

Beakers
Bunsen burners
Crucibles
Flasks
Graduated cylinders
Pippets
Sinks
Taps (for gas and water)
Titrating sets
3-: <3(OO\lO)U'|nh-u)t\JI­
Chemical weighing balances

147
appendix 3
 APPEINDIX 4

EXAMPLES OF BENCH WORK TOOLS

Reamers
Hack-saws
Oilstones
Taps (in sets of 3) with holder
Dies (with stock)
O')U'l-hu)l\)r­
Chisels in flat
cape
round nose
3 diamond point
Files in round
square
flat
half round
traingular
8 key
of course they must be
stocked in bastard
medium
8 fine
Allen keys
Screw drivers in normal
8 off-set
10. Spanners in open flat
ring
combination
bog
8 adjustable
11. Hammers 8 mallets
12. Wire brushes

146
appendix 4
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