MBS-092: Occupational Health and Safety & Social Responsibility 

Course title: MBS 092 Occupational Health and Safety & Social Responsibility                                      

Campus:   FSM-FMI

Initiator:   Alvin E. Sinem

Date: 07/04/16

Course description:
This course is intended for new entrants into the seafaring profession and those who want to become seafarers, and it is intended to provide the knowledge and skills necessary to enable the learner to work safely and interact positively with others on board merchant and small commercial vessels.

Lecture

           6

x

6

=

36

=

Laboratory

x

=

=

Lecture/Lab

x

=

=

Workshop

x

=

=

 
Total  Semester Credits

                             Program

[X ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[    ]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[    ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[    ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[    ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Outline emergency response organization, emergency procedures, escape routes, and requirements for on board training on ships.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Identify the incidents that may result in an emergency on a ship.

4,6, 7

3

Written and oral assessment will be used to assess students’ competence in recognizing:

• incidents that may result in an emergency on a ship;
• information included on a ship’s emergency muster list;
• emergency muster and abandon ship signals;
• actions to be taken on hearing an emergency signal;

meaning of IMO safety symbols; and

• initial safety actions that should be taken on joining a new vessel.

 1.2 Describe at least four common emergency response arrangements used on board vessels.

1.3 Identify the information included on a ship's emergency muster list.

• Identify the emergency muster and abandon ship signals.

• Identify the actions to be taken on hearing an emergency signal.

1.6 Discuss the value of regular and meaningful emergency training on board ships.

1.7 Identify the meaning of IMO safety symbols.

1.8 List and describe the initial safety actions that should be taken on joining a new vessel.

CSLO (General) 2: Take precautions to prevent pollution of the marine environment.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Describe the effects of operational or accidental pollution of the marine environment.

4,6, 7

3

Written and oral assessment will be used to assess students’ competence in:

• describing the effects of operational or accidental pollution of the marine environment (written and oral assessment;
• outlining the content of MARPOL Annexes I, IV & V; and     
• describing the basic shipboard environmental protection procedures. 

• Outline the content of International Convention for the Prevention of Pollution from Ships (MARPOL)   

Annexes I, IV & V.

• Describe the basic shipboard environmental protection procedures. 

CSLO (General) 3: Observe safe shipboard working practices.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Discuss the importance of adhering to safe work practices at all times.

4,6, 7

3

Written and oral assessment will be used to assess students’ competence in:

• describing the importance of adhering to safe work practices at all times;
• identifying and describing the potential hazards associated with the shipboard working environment;
• describing the need for personal protective clothing;
• describing the proper use of safety equipment for the protection of hearing, head, hands, feet, eyes and respiratory system;
• outlining the content of material safety data sheets; and
• describing precautions and procedures required for entering enclosed spaces.

• Identify and describe the potential hazards associated with the shipboard working environment.

• Describe the need for personal protective clothing.

• Describe the proper use of safety equipment for the protection of hearing, head, hands, feet, eyes and respiratory system.

• Outline the content of material safety data sheets. 

• Describe precautions and procedures required for entering enclosed spaces.

CSLO (General) 4: Effectively communicate with shipboard personnel regarding shipboard duties.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

4.1 Define the terms relating to shipboard working environment.

  4,6, 7

     3

Written and oral assessment will be used to assess students’ competence in

• defining the terms relating to the shipboard working environment; and
• demonstrating effective communication with shipboard personnel in regards to shipboard duties.

Practical assessment checklist will be used for demonstration.

4.2 Demonstrate a level of spoken English which provides effective communication with shipboard personnel in regards to shipboard duties.  

1,4,6, 7

3

• CSLO (General) 5: Contribute effectively to human relationships in the shipboard environment.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Describe the importance of maintaining good human and working relations on board ship.

4,6, 7

3

Written and oral assessment will be used to assess students competence in:

• describing the importance of maintaining good relationship,  and individual social responsibilities on board ship;
• listing individual rights and obligations with respect to shipboard work place; and

describing the dangers associated with drug and alcohol abuse at sea.

5.2 List individual social responsibilities on board ship.

5.3 Describe individual rights and obligations with respect to the shipboard work place.

5.4 Describe the dangers associated with drug and alcohol abuse at sea.

• CSLO (General) 6: Describe the major features of sexually transmitted diseases (STDs) including varieties of infection, symptoms and treatments.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1 Define STDs.

4,6, 7

3

Written and oral assessment will be used to assess students’ competence in:

• defining STDs;
• describing types and causative agents of STDs, risk factors for contracting STDs, signs and symptoms of STDs, and STDs prevention treatment and care option; and
• describing the links between STDs and HIV infections.

6.2 Describe the types and causative agents of STDs.

• Describe risk factors for contracting STDs.

• Describe the signs and symptoms of STDs.  

6.5 Describe the links between STDs and HIV infection.

6.6 Discuss STD prevention, treatment and care options. 

CSLO (General) 7: Describe the major features of the human immunodeficiency virus (HIV) and the acquired immune deficiency syndrome (AIDS).

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Define HIV.

4,6, 7

3

Written and oral assessment will be used to assess students’ competence in:

• defining and differentiating HIV and AIDS; and
• describing modes of transmission, risks for contracting HIV, progression from HIV to AIDS, testing procedures for HIV, and HIV prevention and care options.

7.2 Define AIDS. 

• Differentiate between HIV and AIDS.

• Describe modes of HIV transmission. 

• Describe risks for contracting HIV. 

• Describe progression from HIV to AIDS. 

• Describe testing procedures for HIV.

• Describe HIV prevention, treatment and care options.

CSLO (General) 8: Describe behaviors which put people at risk for HIV and STD infection, and describe safe sex practices.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

8.1 Define safe sex.

4,6, 7

3

Written and oral assessment will be used to assess students’ competence in:

• defining safe sex, and describing behaviors which put people for HIV and STDs infection; and
• describing impact of drugs and alcohol on decision making, correct methods of male and female condom use, and disposal or condom and potential infective agents.

8.2 Describe behaviors which put people at risk for HIV and STD infection.

8.3 Describe safe sex practices.

8.4 Describe the impact of drugs and alcohol on decision making.

8.5 Describe and demonstrate the correct methods of male and female condom use.

8.6 Describe disposal of condoms and potential infective agents.