• Proceedings of KOSOMES biannual meeting
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• 2018.06a
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• pp.54-54
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• 2018

• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.25-26
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• 2017

• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.176-176
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• 2017

• Journal of Navigation and Port Research
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• v.42 no.3
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• pp.151-158
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• 2018

Students from the Maritime universities enrolled themselves into one year navigational training, according to The International Convention on Standards of Training, Certification and Watchkeeping for Seafarer(STCW). The purpose of this paper is to analyze if the students demonstrate improvements and accomplishments while they participate in their practical training. The subjects are third year students of the Korea Maritime and Ocean University who were onboard the Training Ship of the University. The purpose of this paper is to cover the degree of improvement by training, based on the core competency of officers. We also present the basic data for the efficiency in the curriculum of the practical training course for the school. As a result of the research, most of the students showed high improvements in their core competency subjects at the end of their one-year training. However, subjects such as cargo management and protection of the maritime environment resulted in below average results. These were some of the areas that needed improvement.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2014.06a
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• pp.56-58
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• 2014

최근 우리나라 연안해역에는 선박간의 빈번한 조우상황 및 교통량 증대로 해양사고 위험이 항상 잠재되어 있다. 또한, 선박 조선에 편의한 기술은 증대하고 있으나 충돌사고는 줄어들지 않고 있어, 경험을 기반으로 한 선박 조선은 한계에 왔으며, 선박의 충돌위험도의 정량화가 필요하다. 본 연구는 선박운항자의 주관적인 위험도를 나타내는 모델(PARK's Model / Potential Assessment of RisK)을 이용하여, 선박에서 간편하고 쉽게 이용할 수 있는 어플리케이션을 개발하고 이를 실제 선박에 탑재하여 그 효용성을 점검하여 선박통항 안전성에 기여하고자 한다. 이를 통해 선박에서 뿐만 아니라, 관제사에게 객관적인 정보를 제공하며, 예비 항해사를 위한 충돌예방 교육용 도구로도 사용하고자 한다.

• Journal of the Korean Society of Marine Environment & Safety
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• v.22 no.6
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• pp.631-638
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• 2016

A mariner cadet gains the ability to identify and avoid potential collisions with other ships through ARPA/Radar simulation education. This research surveyed first domestic and overseas's rules (e.g., MOMAF's Standard, the STCW Convention, etc.) of the simulation education, upon investigation the only content and timing of this simulation-based education are specified according to these rules, and maritime education institutions issue the related certification autonomously after a student has taken the simulation because no simulation education module exists to further guide the ARPA/Radar simulation. As a result, it is difficult for students to acquire consistent maritime ability through ARPA/Radar simulation. This paper discusses standardization of these education modules to produce more consistent mariner ability, and verify the degree of improvement of education that would be achieved by enacting the proposed education module. The simulation education system used in maritime institutions in Korea was investigated, and scenarios reflecting traffic flow in actual waterways was proposed based on marine traffic surveys so teaching modules can educate/assess more effectively based on core marine abilities. Improvements in education and training were also verified using data collected over 2 years based on a standardized module. Each education institution can enact an effective, systematic education approach using standardized ARPA/Radar education modules proposed in this paper, and this can set a foundation to contribute to safer vessel navigation by improving maritime abilities.