NGEC 5 LESSON 7

Strategies for Evaluating Messages and Images

Learning Outcomes

At the end of the lesson, you should be able to:

1. evaluate images/text critically to enhance receptive listening, reading and viewing skills;

2. adopt awareness of audience and context in presenting ideas; and

3. answer questions asked after reading the article.

Guide Questions

1. What are the strategies in evaluating the message?

2. What are the steps in evaluating an image?

What are the strategies in evaluating the message?

EVALUATING MESSAGES

The importance of evaluating the effectiveness of our messages is by developing and using strategic questions
to identify strengths and weaknesses.

} STRATEGIES FOR EVALUATING A MESSAGE

In order to evaluate whether a message is effective, we can ask ourselves a series of questions which reflect a
messages simplicity, specificity, structure and stickiness.

1. SIMPLICITY

In order to ensure that our messages have simplicity, we should ask ourselves two questions:

– is my purpose evident?
– Is my core message clear?

2. SPECIFICITY

Refers to our choices of language and its usage on order to ensure language is specific we may ask ourselves:

– Is my language specific?
– is my language concrete, rather than abstract?
– am I using words which have additional meanings and could perhaps be misconstrued?

3. STRUCTURE
-Ideas should be organized and easy to follow.
– Does my messages have a STRUCTURE?
– is there a more effective way to arrange my ideas?
 4. STICKINESS

Putting together of ideas

- Does the first sentence is related with the last sentence?

In evaluating messages, we focus to answer the following questions:

1. What is the message?

2. What is the purpose of the message?

3. How is the message conveyed by the text and/or image?

4. Who is the target audience of the message?

5. What are the other ways of presenting the message?

What are the steps in evaluating an image?

EVALUATING IMAGES

It is important to critically evaluate images you use for research, study and presentation images should be
evaluated like any other source, such as journal articles or books, to determine their quality, reliability and
appropriateness. Visual analysis is an important step in evaluating an image and understanding its meaning.

Three steps in evaluating an image

1. Identifying Source

2. Interpret contextual information

3. Understand implications

CONTENT ANALYSIS

} What do you see?

} What is the image all about?

} Are there people in the image?

} What are they doing?

} How are they presented?

} Can the image be looked at different ways?

} How effective is the image as a visual message?

IMAGE SOURCE

} Where did you find the image?

} What information does the source provide about the origins of the image?

} Is the source reliable and trustworthy?

} Was the image found in an image database or was it being use in another context to convey meaning?

TECHNICAL QUALITY

} Is the image large enough to suit your purposes?

} Are the color, light and balance, true?

} Is the image a quality digital image without pixelation or distortion?

} Is the image in a file format you can use ?

CONTEXTUAL INFORMATION

} What information accompanies the image?

} Does the text change how you see the image? How?

} Is the textual information intended to be factual and inform or is intended to influence what and how you
see?

} What kind of context does the information provide?

} Does it answer the questions where, how why and when?

Source- https://purposivecommunication.news.blog/2018/09/08/business-communication/

(Note: Read the essay entitled, “Never Again” by Sison)

NeverAgain: Martial Law stories young people need to hear

Shakira Sison

@shakirasison

Published 3:26 PM, September 23, 2015

Updated 3:26 PM, September 23, 2015

It's convenient to look at the past with rose-colored glasses instead of with memories of needles in your nail
beds, electric wires attached to your genitals, and the barrel of a gun thrust inside your mouth.

Majority of comments on articles about Martial Law seem to be from staunch defenders of that era. There are
and will always be citizens who see those years as an era of peace and prosperity in our country.

We don't need to debate that. Instead, we simply need to tell, retell, and listen to the stories of those who
survived those years. As the younger generation we need to do our own research, take the blinders off our eyes,
and learn what exactly life was like during Martial Law before coming up with flowery images of those years as
a beautiful moment in history.

Silence by force

You would never have seen an article such as this as I would have already been taken, tortured, and killed for
my opinions. If Martial Law were still in effect, bloggers who wrote anything even remotely critical of the
government or its cronies would be jailed like they do in other countries.

There would be none of your Facebook rants about the administration, Metro Manila traffic, or even the outfit a
politician is wearing. In fact, there wouldn't be Facebook, Instagram, and Gmail in the Philippines the way these
websites are banned in China.

If I wrote during Martial Law, I could be taken from my home the way 23-year-old Lily Hilao was for being a
prolific writer for her school paper at the Pamantasan ng Lungsod ng Maynila. In April 1973, Lily was taken by
the military, and was raped and tortured in front of her 16-year-old sister. By the time Lily's family retrieved her
dead body, it bore cigarette burns on her lips, injection marks on her arms, bruises and gun barrel marks. Her
internal organs were removed, and her vagina was sawed off to cover signs of torture and sexual abuse. Liliosa
Hilao is considered to be the first female casualty and martyr of Martial Law.

Zero criticism

Martial Law engineer Juan Ponce Enrile defined subversion during a 1977 BBC interview: “anybody who goes
against the government or who tries to convince people to go against the government – that is subversion.”
Proclamation 1081 gave the military the authority to arrest, detain, and execute anyone who even dared to
breathe sadly about the Marcos administration.

Archimedes Trajano was only 21 when he questioned Imee Marcos on why she was the National Chairman of
the Kabataang Barangay during an open forum. He was forcibly taken from the venue by Imee's bodyguards,
and was tortured and thrown out of a building window, all because the presidential daughter was irked by his
question.

Maria Elena Ang was a 23-year-old UP Journalism student when she was arrested and detained. She was beaten,
electrocuted, water cured, and sexually violated during her detention.

Dr Juan Escandor was a young doctor with UP-PGH who was tortured and killed by the Philippine Constabulary.
When his body was recovered, a pathologist found that his skull had been broken open, emptied and stuffed
with trash, plastic bags, rags and underwear. His brain was stuffed inside his abdominal cavity

Boyet Mijares was only 16 years old in 1977 when he received a call that his disappeared father (whistleblower
and writer Primitivo Mijares) was still alive. The caller invited the younger Mijares to see him. A few days later,
Boyet's body was found dumped outside Manila, his eyeballs protruding, his chest perforated with multiple stab
wounds, his head bashed in, and his hands, feet and genitals mangled.

Trinidad Herrera was a community leader in Tondo when she was arrested in 1977. In this video she recounts
being electrocuted on her fingers, breasts, and vagina until her interrogators were pleased with her answers to
their questions.

Neri Colmenares was an 18-year-old activist when he was arrested and tortured by members of the Philippine
Constabulary. Aside from being strangled and made to play Russian Roulette, he witnessed fellow
detainees being electrocuted through wires inserted into their penises, as well as being buried alive in a steel
drum.
Hilda Narciso was a church worker when she was arrested, confined in a small cell, fed a soup of worms and
rotten fish, and repeatedly gang-raped.

Necessary methods

60,000 were arrested during the first year of Martial Law alone, and many of their stories will never be told.
Michael Chua wrote a paper detailing the torture methods used during the Marcos regime.

Aside from electrocution of body parts and genitals, it was routine to waterboard political prisoners, burn them
using cigarettes and flat irons, strangle them using wires and steel bars, and rub pepper on their genitals.
Women were stripped naked, made to sit on ice blocks or stand in cold rooms, and were sexually assaulted using
objects such as eggplants smeared with chili peppers.

Forty-three years have passed. Time, as well as the circus that is Philippine governance make it easy to forget
Martial Law as the darkest and most terrible moments in Philippine history. Many of its victims have died or have
chosen to remain silent – silence being most understandable because these stories are truly difficult to
remember, and much harder to tell.

Stories need to be told

Yet these horrific stories need to be told over and over until we realize that the pretty cover of the book of the
Marcos years is actually full of monster stories. We need to bring the graphic accounts of torture and murder to
light so that those who rest comfortably in their illusions that the Marcos years were pleasant will at least be
stirred.

Instead we often hear from those who want to erase the evils of the past, those who tell us that these young
people, many of them barely past their childhoods when they were tortured and killed, were violent rebels who
sought to overthrow the government. Never mind that it was one of the most corrupt and cruel dictatorships
the world has ever known, and that it was by the efforts of these young heroes that the reign of the Marcoses
ended.

Majority of Martial Law victims were in their 20s and 30s at that time – the same age our younger citizens are
now – those who have the luxury of shrugging off the Marcos years as a wonderful time. Unscathed by a more
cruel past, the younger generation is only too eager to criticize the current state of our government and our
people as being undisciplined and requiring an iron fist such as the one Marcos used to supposedly create peace
in the past.

They forget that if we were still under Martial Law (or should it return), such sentiments of “subversion” could
cost them their lives, and that the same freedom and voice they use to reminisce about a time they know nothing
about would have been muted and extinguished if we did not have the democracy we enjoy today.

Hindsight is always 20-20, as they say. It's convenient to look at the past with rose-colored glasses instead of
memories of needles in your nail beds, electric wires attached to your genitals, and a barrel of a gun thrust
inside your mouth, the way thousands of Martial Law victims suffered and still suffer to this day.

Just because it didn't happen to you or your family doesn't mean it didn't happen to more than 70,000
victims during that time. Just because you were spared then doesn't mean you will be spared the next time this
iron fist you wish for comes around. – Rappler.com.
NGEC 5 Lesson 7

Evaluating Messages and/or Images of Different Types of Texts Reflecting

Different Cultures

A "text" isn't limited to something written down. A text can be a film, an artifact, anything in a language and
culture that conveys meaning. Think about the texts that you use in your language classroom: What's in the
textbook? What do you read in class or even at home? How do you describe the classroom, its design? Why do
you think the chairs are placed facing the tables? Those questions, with its finite answer would tell you that
there are texts that are reflection of one’s own culture.

Cultural Text

Cultural texts are those objects, actions, and behaviors that reveals cultural meaning. A photo is an image, but
is also a cultural text, a picture with cultural information beyond just the picture itself. Food, house and clothing
also suggest information regarding culture and it does not stop there. The entire space and place, including the
people and their interaction, all the rituals and rules and its various forms in which they manifest themselves,
are “readable” texts.

Linguistic Landscape

Linguistic landscape is the language of public road signs, advertising billboards, street names, place names,
commercial shop signs, and public signs on government buildings combines to form the linguistic landscape of
a given territory, region, or urban agglomeration. (Landry and Bourhis, 1997)

The term linguistic landscape also refers to all visible semiotic signs in public space. This not only includes
printed, written, carved, sprayed or otherwise visible language that occurs in the physical world but also pictures,
colors, logos, graphs and other meaningful signs. It’s the ensemble of such semiotic signs that constitutes the
linguistic landscape of a given locality.

Semiotics is the study of sign process, which is any form of activity, conduct, or any process that involves signs,
including the production of meaning. A sign is anything that communicates a meaning, that is not the sign itself,
to the interpreter of the sign.(Wikipedia)

Linguistic landscape data in principle can be found everywhere where people leave visible signs. In the offline
world this includes notice boards, traffic signs, billboards, shop windows, posters, flags, banners, graffiti, menus,
T-shirts, tattoos, etcetera.
Geosemiotics

Geosemiotics is the study of the social meaning

of the material placement of signs in the world. By

signs, we mean to include any semiotic system including

language and discourse (Scollon & Scollon, 2003; in Mooney &
Evans, 2015).

Principles of Geosemiotics

1. Indexicality – meaning is given to a sign by the place the

sign was put in
 2. Dialogicality – some signs have double meaning, and they correspond to one another

3. Selection – one does not see all the signs

Kinds of Signs

1. Regulatory - if it indicates authority and is official or legal prohibitions Examples:

2. Infrastructural - if it labels things or directs for the maintenance of a building or any infrastructure
Examples:

3. Commercial - advertises of promotes a product, an event, or a service in commerce Examples:

4. Transgressive - if it violates (intentionally or accidentally)the conventional semiotics or is in wrong

place Examples:
Graffiti

Graffiti is an unsanctioned urban text (Carrington, 2009; in Mooney & Evans, 2015).

It conveys power and control to the person or group behind the production of graffiti. It is a way for
disempowered people to make a visible mark, to disrupt the landscape that is increasingly occupied by the
increasingly powerful.

5. Gestures

Gestures are also linguistic landscapes. Here are links that will show you the differences of gestures among
cultures.

https://westsidetoastmasters.com/resources/book_of_body_language/cha p5.html

http://www.visualisationproject.eu/materials/Symbolic%20Meaning%20of

%20Gestures-3.ppt

https://brightside.me/wonder-places/15-hand-gestures-that-havedifferent-meanings-overseas-
769110/

Online landscapes
One could however also consider the publicly accessible online world as part of the linguistic landscape. This
means that also Facebook, Twittter, Instagram, Blogs, Websites etcetera can be places where linguistic
landscape data can be found.

Media Literacy

In 2014, South Africans spent 8.2 hours a day consuming media on the Internet.

They weren’t in the lead. According to market-research firm GlobalWebIndex, Filipinos won that distinction,
by spending 9.6 hours a day accessing the Internet from their desktops, laptops and mobile devices.

That is a lot of time. And it underscores the need for people everywhere to be media literate.

What is media literacy?

Whether online, on television or in newspapers, people are bombarded with messages. Media literacy is about
understanding how and why messages are being communicated. It starts with asking the right questions: Who
created this message? What words or images are used in this message and why? How is this message supposed
to make me feel?

Why is media literacy important?

Media literacy teaches you to think critically about the information you consume. These skills — asking relevant
questions, exploring multiple viewpoints, making novel connections — aren’t just important in the living room,
or wherever else you might watch television or check a smartphone. Critical thinking helps you do well in many
pursuits, whether in the classroom or the boardroom.

The Center for Media Literacy has identified five more reasons to understand today’s media-soaked
environment:

1. You need two skills to be engaged citizens of a democracy: critical thinking and self-expression.
Media literacy instills both.

2. You are exposed to more media messages in one day than previous generations were exposed
to in a year. Media literacy teaches you the skills to navigate safely through these messages.

3. Media exerts a significant impact on the way we understand, interpret and act. Media literacy
helps you understand outside influences and empowers you to make better decisions.

4. The world is increasingly influenced by visual images. Learning how to “read” through layers of
image-based communication is just as necessary as learning to analyze text-based communication.
 5. Media literacy helps you understand where information comes from, whose interests may be
being served and how to find alternative views.

How can one become media literate?

Examine what you read, watch and hear. By doing this often, you’ll become more aware of its purpose and
better able to separate fact from fiction.

Media Literacy: Five Core Concepts

They are on your mobile phones and computer screens, in newspapers and magazines, stretched across
billboards and broadcast through radio waves. They are mediated messages, and you are inundated with them
every day.

With so many viewpoints, it’s hard to separate fact from fiction. To guide your

exploration of the media that surround you, the Center for Media Literacy developed these five core concepts:

1. All media messages are constructed.

Media texts are built just as surely as buildings and highways are built. The key behind this concept is figuring
out who constructed the message, out of what materials and to what effect.

2. Media messages are constructed using a creative language with its own rules.
Each form of communication has its own creative language: scary music heightens fear, camera close-ups
convey intimacy, big headlines signal significance.

Understanding the grammar, syntax and metaphor of media language helps us to be less susceptible to
manipulation.

3. Different people experience the same media message differently.

Audiences play a role in interpreting media messages because each audience member brings to the message a
unique set of life experiences. Differences in age, gender, education and cultural upbringing will generate unique
interpretations.

4. Media have embedded values and points of view.

Because they are constructed, media messages carry a subtext of who and what is important — at least to the
person or people creating the message. The choice of a character’s age, gender or race, the selection of a
setting, and the actions within the plot are just some of the ways that values become “embedded” in a television
show, a movie or an advertisement.

5. Most media messages are organized to gain profit and/or power.

Much of the world’s media were developed as money-making enterprises.

Newspapers and magazines lay out their pages with ads first; the space remaining is devoted to news. Likewise,
commercials are part and parcel of most television watching. Now, the Internet has become an international
platform through which groups or individuals can attempt to persuade.

By considering the core concepts behind every media message, you equip yourself with an ability to analyze and
interpret a message — and to accept or reject its legitimacy

The questions after each core concept will help you in evaluating media.
All media messages are “constructed.”

1. What is the message of the text?

2. How effectively does it represent reality?

3. How is the message constructed?

Media have embedded values and points of view.

1. What lifestyle, values and points of view are represented in the text?

2. Who or what is missing?

Each person interprets messages differently.

1. What message do you perceive from the text?

2. How might others understand it differently? Why?

Media have commercial, ideological or political interests.

1. What is the purpose of the text?

2. Who is the target audience of the text?

3. Who might be disadvantaged?

4. Who created the text and why?

Media messages are constructed using a creative language having its own rules.

1. What techniques are used and why?

2. How effective are the techniques in supporting the messages or themes of the text?

3. What are other ways of presenting the message?

Evaluating Media Activity

Use these images to practice evaluating media using the guide questions.
 References:

Landry
Rodrigue and
Bourhis Richard 1997 :Linguistic Landscape and Ethnolinguistic Vitality: An Empirical Study” (Journal of Language
and Social Psychology 16(1): 23–49) http://www.medialit.org/sites/default/files/14B_CCKQPoster+5essays.pdf
https://yali.state.gov/media-literacy-five-core-concepts/ https://en.wikipedia.org/wiki/Semiotics
Lesson 6 Assignment

Access the links of video clips and accomplish the chart below. Here are samples of this activity. Example A

https://aubrey625897874.wordpress.com/2019/01/07/folio-4-evaluating-messages-and-or-images-ofdifferent-
types-of-texts-reflecting-different-cultures/ Example B

https://globalessenceofcommunication.wordpress.com/2019/01/06/evaluating-messages-and-or-images-
ofdifferent-types-of-texts-reflecting-different-cultures/

Here are clips for your activity. Choose one and accomplish the chart.

https://www.youtube.com/watch?v=0bqrydeXXMs
https://www.youtube.com/watch?v=H6RFcR7B-EA
https://www.youtube.com/watch?v=AySzFp1o3wI
https://www.youtube.com/watch?v=Ee_gH2Njrd8
https://www.youtube.com/watch?v=jD8tjhVO1Tc
https://www.youtube.com/watch?v=Y_iCIISngdI
https://www.youtube.com/watch?v=K9vFWA1rnWc
https://www.youtube.com/watch?v=JvwVcOLFGYw
https://www.youtube.com/watch?v=x_HL0wiK4Zc
https://www.youtube.com/watch?v=tvLi_kZ_w0Y
https://www.youtube.com/watch?v=cODxamzRY08

Description of the Video/Media: (50 words)

Core Concepts Guide Questions Your Answer

All media messages are 1. What is the message of the

text?
“constructed.”

2. How effectively
does it represent
reality?

3. How is the
message constructed?
Media have embedded values 1. What lifestyle, values
and points of view. and points of view are
represented in the text?

2. Who or what is
missing?

Each person interprets 1. What message do you

messages differently. perceive from the text?

2. How might others

understand it differently?
Why?

Media have commercial, 1. What is the purpose of

ideological or political the text?
interests.
2. Who is the target
audience of the text?

3. Who might be
disadvantaged?

4. Who created the text

and why?

Media messages are 1. What techniques are

constructed using a creative used and why?
language having its own rules.
2. How effective are the
techniques in supporting the
messages or themes of the
text?

3. What are other ways of

presenting the message?
NGEC 5 LESSON 8

Types of Communication Aids

Learning Outcomes

At the end of the lesson, you should be able to:

1. identify the different tools of technology and its primary use;

2. identify the positive and negative dimensions of the use of technology in communication; and

3. convey an idea or deliver a message for a variety of audiences using the most appropriate technological
tool.

Guide Questions

1. What are the different types of communication aids?

Communication aids come in many shapes and sizes. Most need to be customized to match the physical,
intellectual and social needs of the individual. This includes personalizing the vocabulary and content and
considering issues such as how the person will carry the aid, point to items, and update and maintain the aid.

There are 4 different types of communication aids:

Comprehensive Expressive Aids

These aids aim to meet most of a person’s communication needs throughout their day. They include
alphabet boards and communication boards and books, with a wide range of messages represented by letters,
words, photos and/or symbols.

Targeted Expressive Aids

These aids are designed for specific situations when limited message sets are needed, such as community
request cards, or object symbols to allow a person to make basic requests.

Visual Supports

Visual supports assist a person to make sense of their day, remember events, or help with the completion
of tasks. Many people with complex communication needs have difficulty with memory and understanding
abstract information. Examples of visual supports are picture or object calendars, picture shopping lists, and
picture social stories.

Supports for Communication Partners

These provide details about an individual with complex communication needs, his/her means of
communication, and other routine related information that assist a communication partner to consistently
support this person throughout the day.

Examples: internet, cellphones, e-mails, face book, instagram, twitter, and many more. With these tools
nowadays, it is easy for us to live in this modern world.
Communication Technology in the 21st Century

Here are 13 examples of communication technologies and their software that are used in the 21st Century.
Access the links to see more information on the respective technology.

Social Media Platforms

Social media is any digital tool that allows users to quickly create and share content with the public. Social media
encompasses a wide range of websites and apps. https://buffer.com/library/social-media-sites/

Blogs

Blogs are web logs that are updated on a regular basis by their author. They can contain information related to
a specific topic. In some cases, blogs are used as daily diaries about people’s personal lives, political views, or
even as social commentaries. The truth of the matter is that blogs can be shaped into whatever you, the author,
want them to be.

Blog’s give you an opportunity to write content that is unique to you and your practice. While some people are
uncomfortable with self-promotion, your blog gives you an occasion to interact with your visitors while promoting
who you are and what you do.

Today blogs are being used for all sorts of purposes. You have companies that use blogs to communicate and
interact with customers and other stakeholders. Newspapers incorporate blogs to their main website to offer a
new channel for their writers. Individuals also created blogs to share with the world their expertise on specific
topics.

Vlogs

Vlogging can be a great way to engage with your online audience and find new followers, and if you aren’t a
fan of writing it can be an alternative way of getting your message out there.

But what is a vlog?

Vlog stands for a video blog or video log, and refers to a type of blog where most or all of the content is in a
video format.
Vlog posts consist of creating a video of yourself where you talk on a particular subject such as reporting or
reviewing a product or an event. It can even serve as a way to share your artistic process or provide a tutorial
guide on a creative practice or topic. Some vloggers even use it as a means to share new performance art or
music they have created.

In fact, just like blogs you can vlog about almost anything.

The term vlog is also used by video streamers or Youtuber’s who don’t use a blog but post scheduled updates
via other means like YouTube and other video websites; their profile often promotes them as vloggers. You can
also do live broadcasts from social media channels such as Facebook and Instagram.

Once you create your video (and edit it to make it look and sound great), you can upload it online or embed the
video within a post on your blog or website so your all followers can see your latest update.

Live Video

Live video is an extension of vlogging that has responded to online content consumers’ needs for immediacy
and authenticity.

Live video was integrated onto the YouTube video sharing platform in April 2011. Competitor network Facebook
introduced Facebook Live in August 2015.

Live video has the benefit of synchronicity in communication. On YouTube, for example, the live vlogger can
read live community comments appearing on-screen in real time and respond to their comments or questions
mid-stream.

An important element of live video stream is the capacity for video to be played, paused and rewound in real
time. A video is not uploaded as a standalone packet of data that can only be viewed once it has been completely
downloaded on the receiver’s end. Instead, the data is downloaded, buffered and played in real time.

Conferencing Technology

Video conferencing technology allows people who work in different locations, to communicate. The technology
provides live audio and visual connections between two or more people who are distributed across different
areas.

Since video conferencing technology includes audio and visual elements, there are a few AV components that
are often involved:

• Displays: laptop, desktop monitor, television screen

• Microphones and cameras: built-in microphones and webcams, USB microphones and
webcams

• Speakers: built-in computer speaker, external speaker, VoIP (voice over IP) conferencing
phone

• Internet Connection: WiFi, ethernet

• Video Conferencing Software: video conferencing tools and apps

The best video conferencing technology is interoperable. But, what does this mean?

Interoperability means the video conferencing software can connect to and work with different software,
applications, and devices.
Let's say a video conferencing camera has the ability to connect with a variety of video conferencing software
(e.g., Zoom, GoToMeeting, Skype) -- this is an example of interoperable video conferencing technology.

When teams use video conferencing technology, they see a number of benefits. It allows distributed teams to
connect and have meaningful conversations, with full audio and video. Plus, the technology can be used for a
variety of meeting types. Depending on the video conferencing setup or situation, video conferencing technology
can be used for:

• Team Meetings: Use video conferencing technology is used by hybrid teams to meet with
all team members, regardless of their location.

• Webinars: Video conferencing technology provides high-quality audio and visuals for your
webinars.

• Product Demos: Great video conferencing equipment can truly capture the full detail of
your product.

• One-on-One Training and Support: With video conferencing technology, you can provide
real-time support for major clients, and widen your talent pool by offering remote roles and
training for remote employees.

• Job Interviews: Interviewers can see key visual cues through video conferencing
technology -- this provides the same insights as an in-person interview.

https://www.eztalks.com/video-conference/types-of-video-conferencing-technology.html

https://www.techradar.com/best/best-video-conferencing-software#best-free-videoconference-software-at-a-
glance
Group Wikis

A wiki is a website where anyone can edit and add content. The most famous wiki is, of course, Wikipedia.

Wikis allow collaborative crowdsourcing of information. This can help members of the wikis to amass a lot of
information in a short period of time.

The collective knowledge that is stored on Wikis can be accessed at ease by all users, allowing the creation of a
‘hive mind’. Hive minds are knowledge or information stored and accessed by a community of people.

Group Forums

A group forum allows people to post questions and answers for others to respond to. Many forums are sorted
by topics, such as Reddit, which allows people with shared interests to communicate with one another.

Group forums are also commonly used in education where online schools have students respond to a stimulus
question each week.

Another benefit of forums is that people can reply to each others’ comments to create a long-form conversation
between individuals online. The full conversation is recorded in comments and replies, leaving a paper trail of
conversations which can be great for tracking the progress of the group’s thinking.

Tablet computers

The sleek, modern tablet computers that we enjoy today emerged around 2008-2010 with the emergence of big
players like Android and Apple into the tablet computer market.

The emergence of tablet computers was made possible by technological advances that saw the requisite
technologies both compact and cheap enough for the mass market.

Key challenges included creating small and affordable touch screen technology and compact long life battery
packs.

Tablets are now widely used as a portable device that fits in the market between a smartphone that’s carried in
the pocket and a laptop that usually requires its own bag. Tablets easily fit into carry bags, are sufficiently
lightweight for carefree travel, and are powerful enough to make video phone calls, take photos, and carry out
light personal computing tasks.

Podcasts

Podcasts are packets of audio information that can be uploaded and stored on cloud technology ready for anyone
to download and listen to at-will. A podcast can be automatically downloaded onto a smartphone through RSS
feeds so that fans of a podcast series can get the latest episodes at-will.

Podcasts emerged out of radio technology. Whereas radio is transmitted through radio waves, podcasts are
transmitted through the more agile and feature-rich internet. This has provided features such as downloads at-
will rather than forcing people to tune in at a specific point in time.

Podcasting has also given people the chance to access audio of their favorite topics from around the globe.
Whereas radio tends to appeal to the widest possible audience in a specific geographical location (where it is
transmitted), podcasts tend to appeal to a dispersed community of people interested in specific topics, such as
‘true crime’, ‘politics’, or ‘comedy’.
Publication of podcasts is also available to anyone with a computer and microphone. It is therefore very similar
to other examples of communication technologies in this list (see for example: blogs). While once communicating
messages to large audiences was restricted to the powerful, now we can all share our message from behind our
computer screens.

Wearable Technology

Wearable technologies help make communication easier than ever. A wearable technology is any information
technology that is carried on the body. Examples include:

• Smart Watches

• Smart Glasses

• Exercise bracelets

Smart Watches allow people to use voice commands to control them. With internet connections, wearable
technology can provide quick answers to questions that we ask them, make hands-free phone calls, and help
you keep spoken-word memos and notes throughout the day.

Exercise bracelets and other wearable health trackers tap into people’s bodies to measure vital signs and
sleep rhythms. These bracelets can automatically send data to exercise trainers and medical professionals to
provide quick and accurate updates on the health profile of the wearer.

Smart Glasses can integrate augmented reality into a person’s everyday life. When a user is wearing smart
glasses, they can have the glasses project data like their travel speed or internet search data directly onto their
retina. They usually also allow people to make phone calls through voice commands.

Most smart glasses technologies also allow users to communicate with them through eye movements, blinks or
hand movements.

Smart Speakers

Smart speakers are computerized personal assistants placed around offices and homes in order to help people
complete tasks hands-free. They are usually activated using a hot word, like ‘Hey Computer’ or ‘OK Google’.
Smart speakers can hear people from distances, allowing people to use the speakers while still going about their
business.

Once activated by a hot word, the user asks the device questions or provides voice commands such as ‘turn out
the lights’, ‘add this to the shopping list’ or ‘play a song’.

Furthermore, smart speakers can be hooked into phone lines and internet lines to allow people to ask search
engine questions via voice command or make phone calls while going about their daily lives.

Web Chat

While web chat has been around since the early days of the internet, it has experienced a resurgence in recent
years for business to consumer (B2C) communication.

Early web chat software included MSN messenger which was embraced by adolescents and young adults as a
way of chatting with friends during the early 2000s. With the rise of Facebook and Facebook messenger, MSN
messenger declined and was disbanded in 2012.

Smartphone apps have made webchat an increasingly popular form of instant communication between friends.
However, it has also recently been used by companies as a means of offering “web chat support” to customers
seeking help with their products. Web chat support for business to consumer interactions is a viable alternative
to phone helpline support. It enables customers to go about their daily lives and get a notification whenever the
support team has a new piece of information, rather than waiting on hold on the phone.

Email

While email has been around since at least the 1970s, it makes this list because of its continuing relevance in
the 21st Century.

Email in fact outdates the internet by several decades. Early emails were sent via closed-circuit LAN networks in
government and university databases. The first email using the ‘@’ symbol to direct the message to the correct
servers was used in 1971!

Perhaps most emblematic of email’s increased relevance to our lives is the growing rate of ‘paperless billing’.
Whereas once we would have received bills via post, most business to consumer (B2C) billing and invoicing is
done via email today. Email has also rendered alternatives like Fax almost irrelevant in the 21st Century. Final
Thoughts

Communication technology has come a long way since the days of morse code. It was only a handful of
generations ago that communication across long distances was excruciatingly slow and rudimentary.

If we went overseas, we wouldn’t expect to see the faces or hear the voices of our loved ones until we came
home. Now, a quick (and free!) skype call can give us a live and immersive face-to-face conversation with our
family back home.

The single greatest advance in technological capabilities in the past 50 years was the invention of the internet.
Other hardware such as satellite capabilities and fibre optic cable have helped improve internet capacity and
rapidly progressed internet-based communication.

Communication technology continues to advance at a rapid pace. The emergence of the internet has made
communication more democratic than ever. Now, anyone with an internet connection can broadcast their ideas
online.

However, with this increased capacity for anyone to share information comes challenges. The rise of ‘fake news’
highlights the importance of being critical of information passed on through online media and the need to inform
ourselves using reliable, trustworthy and scientific information.

This list of examples of examples of communication technology highlights just some of the technologies that
keep us connected in the 21st. Century.

References https://buffer.com/library/social-media-sites/ https://www.owllabs.com/blog/video-conferencing-

technology

Drew, Chris 2020 https://helpfulprofessor.com/communication-technology-examples/

Communication Aids and Strategies Using Tools of

Technology

on October 15, 2019

https://g-kenneth.blogspot.com/2019/10/communication-aids-and-strategiesusing_15.html

Technology has taken over the world in these past decades. Its rapid development has made a
huge impact on each aspect of life — and, yes, communication. But how huge is
its impact...in communication?

What is a Communication Aid?

A communication aid helps an individual to communicate more effectively with people around them.

Communication aids are also referred to as AAC devices. AAC refers to Augmentative and Alternative
Communication, which is defined as,

… a huge range of techniques which support or replace spoken communication. These include gesture, signing,
symbols, word boards, communication boards and books, as well as Voice Output Communication Aids (VOCAs).

There are two main types of AAC system: Unaided Communication and Aided Communication.

• Unaided communication does not use additional equipment. Body language,

gesture, vocalization, signing are typically used.

• Aided communication uses equipment, but this ranges from low-tech to high-tech methods, with pictures
and symbols often used instead of, or together with words and with alternative hardware options available
to provide access. Whilst a lowtech method of communication like a simple, laminated communication book
to carry around with a few pages of pictures or symbols would be a communication aid, the term ‘device’
would only describe a more high-tech solution. An electronic communication aid can be a dedicated device
built for that job, which does nothing else, or it can be a standard computer running specialist
communication aid software as well – this includes Apple tablets which are increasingly being used to help
people communicate.
What Are Communication Strategies?

Communication is the exchange of information between a sender and a receiver. It used to be that you only had
to worry about the way you communicated face-to-face or on paper. Technology has changed this completely.
It is important for people to take into account every aspect of how they are relaying information. This is where
communication strategies come into play. Communication strategies are the blueprints for how this information
will be exchanged.

Types of Communication Strategies

Communication strategies can be verbal, nonverbal, or visual. Integrating all the strategies together will
allow you to see the most success. This allows a business to meet employee needs and increase workplace
knowledge.

• Verbal communication strategies can be broken down into the two categories of written and oral
communication. Written strategies consist of avenues such as email, text, and chat. Examples that fall
into the oral category are phone calls, video chats, and face-to-face conversation.

• Nonverbal communication strategies consist of mostly visual cues, such as body language, facial
expressions, physical distance between communicators, or the tone of your voice. These cues are
typically not intended. However, it is important to realize the message you are sending. Otherwise, you
may be saying one thing, yet the receiver is hearing another.

• Visual communication strategies can be seen through signs, web pages, and illustrations. These
strategies are used in the workplace to draw attention and provide documentation. Human resources is
required to post certain visuals throughout the workplace to comply with safety laws.

Using Tools of Technology

Multimedia is content that uses a combination of different content forms such as text, audio, images,
animations, video and interactive content. Multimedia contrasts with media that use only rudimentary computer
displays such as text-only or traditional forms of printed or hand-produced material.

• A transparency, also known variously as a view foil, foil, or view graph, is a thin sheet of
transparent flexible material, typically cellulose acetate, onto which figures can be drawn. These are then
placed on an overhead projector for display to an audience. Many companies and small organizations
use a system of projectors and transparencies in meetings and other groupings of people, though this
system is being largely replaced by video projectors and interactive whiteboards.

• Video is an electronic medium for the recording, copying, playback, broadcasting, and display of
moving visual media.

• Sound recording and reproduction is an electrical, mechanical, electronic, or digital

inscription and re-creation of sound waves, such as spoken voice, singing, instrumental music, or sound
effects.
Rules that can help us to present a good presentation:

10-20-30

10 slides - 20 minutes - 30 point font

1-6-6

1 main idea - 6 bullet points - 6 words per bullet

7-7

7 lines - 7 words

4P's

Prior preparation prevents poor performance of the person putting on the presentation.

In summary, this topic is about the effect of technology in communication and how it helps us. We can't deny
that despite the cons of technology, the pros help us a lot. It makes the process of communication easier and
efficient.

NGEC 5 LESSON 9

Reasons in Compiling SMCP

Learning Outcomes

At the end of the lesson, you should be able to:

1. discuss the STCW requirements for language competency among seafarers; and

2. explain the importance of learning the SMCP to maritime profession.

Guide Questions

1. What is the position of the SMCP in maritime practice?

2. What are the reasons in compiling the SMCP?

3. How the IMO/SMCP is organized?

4. What are the basic communicative features of IMO/SMCP?

5. What are the typographical conventions used in SMCP?

What is the position of the SMCP in maritime practice?

Position of the SMCP in maritime practice

1. As navigational and safety communications from ship to shore and vice versa, ship to ship , and on board
ships must be precise, simple and unambiguous, so as to avoid confusion and error, there is a need to
standardize the language used. This is of particular importance in the light of the increasing number of
internationally trading vessels with crews speaking many different languages since problems of communication
may cause misunderstandings leading to dangers to the vessel, the people on board and the environment.

2. In 1973 the IMO Maritime Safety Committee agreed at its twenty-seventh session that, where language
difficulties arise, a common language should be used for navigational purposes and that language should be
English. In consequence the Standard Marine Navigational Vocabulary (SMNV) was developed, adopted in 1977
and amended in 1985.

3. In 1992 the IMO Maritime Safety Committee at its sixtieth session instructed the IMO Sub-Committee on
Safety of Navigation to develop a more comprehensive standardized safety language than the SMNV, 1985,
taking into account the changing conditions in modern seafaring and covering all major safety-related verbal
communications.

4. At its sixty-eighth session in 1997 the IMO Maritime Safety Committee adopted the Draft Standard Marine
Communication Phrases (SMCP) developed by the IMO Sub-Committee on Safety of Navigation. The Draft SMCP,
following international trials, was amended at the forty-sixth session of this Sub-Committee and final
consideration given at the IMO Maritime Safety Committee at its [... ] session in the light of remarks received
by the Organization. The SMCP was adopted by the IMO Assembly in [ ... ]as resolution A.([... ] ) .Under the
International Convention on Standards of Training, Certification and Watch keeping for Seafarers, 1978, as
revised 1995, the ability to understand and use the SMCP is required for the certification of officers in charge of
a navigational watch on ships of 500 gross tonnage or more.

What are the reasons in compiling SMCP?

The Standard Marine Communication Phrases (SMCP) has been compiled:

-to assist in the greater safety of navigation and of the conduct of the ship,

-to standardize the language used in communication for navigation at sea, in port

-approaches, in waterways, harbours and on board vessels with multilingual crews, and

-to assist maritime training institutions in meeting the objectives mentioned above

These phrases are not intended to supplant or contradict the International Regulations for Preventing Collisions
at Sea, 1972 or special local rules or recommendations made by IMO concerning ships' routing, neither are they
intended to supersede the International Code of Signals, and when applied in ship’s external communication this
has to be done in strict compliance with the relevant radiotelephone procedures as set out in the ITU Radio
Regulations.

Furthermore, the SMCP, as a collection of individual phrases, should not be regarded as any kind of technical
manual providing operational instructions.

The SMCP meets the requirements of the STCW Convention, 1978, as revised, and of the SOLAS Convention,
1974, as revised, regarding verbal communications; moreover, the phrases cover the relevant communication
safety aspects laid down in these Conventions.
 Use of the SMCP should be made as often as possible in preference to other wording of similar meaning; as a
minimum requirement users should adhere as closely as possible to their wording in relevant situations. In this
way they are intended to become an acceptable safety language, using English for the verbal interchange of
intelligence among individuals of all maritime nations on the many and varied occasions when precise meanings
and translations are in doubt, increasingly evident under modern conditions at sea.

Organization of the IMO/SMCP

1. Organization of the IMO/SMCP

The SMCP is divided into External Communication Phrases and On-board Communication Phrases as far as its
application is concerned, and into PART A and PART B as to its status within the

framework of the STCW, 1978, as revised.

PART A covers phrases applicable in external communications and which may thus be regarded as the
replacement of the Standard Marine Navigational Vocabulary (SMNV), 1985, which is requested to be used and
understood by the STCW Code, 1995, Table A-II/I. This part was enriched by essential

phrases concerning ship handling and safety of navigation to be used in on-board communications, particularly
when the Pilot is on the bridge, as required by Regulation 14(4), Chapter V, SOLAS 1974, as revised.

PART B calls attention to other on-board standard safety-related phrases which, supplementary to PART A,
may also be regarded useful for Maritime English instruction.

What are the basic communicative features of IMO/SMCP?

1. Basic communicative features

The SMCP builds on a basic knowledge of the English language. It was drafted on purpose in a simplified version
of Maritime English to reduce grammatical, lexical and idiomatic varieties to a tolerable minimum, using
standardized structures for the sake of its function aspects, i.e. diminishing misunderstanding in safety related
verbal communications, thereby endeavouring to reflect present Maritime English language usage on board
vessels and in ship-to-shore/ship-to-ship communications.

This means, in phrases offered for use in emergency and other situations developing under considerable
pressure of time or psychological stress as wells as in navigational warnings, a block language was applied which
sparingly uses, or frequently omits, the function words the,

a/an, is/areas done in seafaring practice. Users, however, may be flexible in this respect.

Further communicative features may be summarized as follows:

-avoiding synonyms

-avoiding contracted forms

-providing fully worded answers to "yes/no"

-questions and basic alternative answers to

sentence questions

-providing one phrase for one event, and

-structuring the corresponding phrases after the principle: identical invariable plus variables.
What are the typographical conventions used in SMCP?

1. Typographical conventions

( ) brackets indicate that the part of the message enclosed within the brackets may be added where relevant;

/ oblique strokes indicate that the items on either side of the stroke are alternatives;

... dots indicate that the relevant information is to be filled in where the dots occur;

(italic letters) indicate the kind of information requested;

~tildes stand for the invariable part of an aforementioned standard phrase which is

followed by a variable addendum.

NGEC 5 LESSON 10

SMCP General Procedure

Learning Outcomes

At the end of the lesson, you should be able to:

1. apply the correct SMCP general procedure in maritime related communication; and

2. identify the SMCP used in various internal and external communications.

Guide Questions

1. What are the things included in the SMCP General Procedure?

2. What are the SMCP for On board Communications? (Internal and External Communications)

3. What are the terms commonly used in communicating on board the ship?

What are the things included in the SMCP General Procedure?

General Procedure

When it is necessary to indicate that the SMCP are to be used, the following message may be sent:" Please use
Standard Marine Communication Phrases. "I will use Standard Marine Communication Phrases."

Spelling

Spelling of letters

When spelling is necessary, only the following spelling table should be used:

A- Alfa G- Golf M- Mike S- Sierra Y- Yankee

B- Bravo H- Hotel N- November T- Tango Z- Zulu

C- Charlie I- India O-Oscar U- Uniform

D- Delta J-Juliet P- Papa V-Victor

E- Echo K- Kilo Q- Quebec W- Whisky

F- Foxtrot L- Lima R- Romeo X- X-ray

Spelling of digits and numbers

A few digits and numbers have a modified pronunciation compared to general English:

Number Spelling Pronunciation

0 Zero ZEERO

1 One WUN

2 Two TOO

3 Three TREE

4 four FOWER

5 five FIFE

6 six SIX

7 seven SEVEN

8 eight AIT

9 nine NINER

1000 thousand TOUSAND

Message Markers

In shore-to-ship and ship-to-shore communication or radio communication in general, the following eight
Message Markers may be used:

(i)Instruction (ii) Advice (iii) Warning (iv) Information

(v)Question (vi) Answer (vii) Request (viii) Intention

Responses

When the answer to a question is in the affirmative, say:"Yes, .... " - followed by the appropriate phrase
in full.

When the answer to a question is in the negative, say: "No, ..." - followed by the appropriate phrase in
full.

When the information requested is not immediately available, say: "Stand by" - followed by the time interval
within which the information will be available.

When the information requested cannot be obtained, say: "No information."

When an INSTRUCTION (e.g. by a VTS-Station, Naval vessel or other fully authorized personnel) or an ADVICE
is given, respond if in the affirmative:"

I will/can ... " - followed by the instruction or advice in full; and, if in the negative, respond: "I will
not/cannot ... “ - followed by the instruction or advice in full.

Example: "ADVICE. Do not overtake the vessel North of you."

Respond: "I will not overtake the vessel North of me."

Responses to orders and answers to questions of special importance both in external and on-board
communication are given in wording in the phrases concerned.

Distress, urgency and safety signals

MAY -DAY to be used to announce a distress message

PAN - PAN to be used to announce an urgency message

SÈCURITÈ to be used to announce a safety message

Standard organizational phrases

When it is accepted to remain on the VHF channel / frequency indicated, say: "Standing by on VHF Channel ...
/ frequency ... "

When it is advisable to change to another VHF Channel / frequency, say:" Advise (you) change to VHF Channel
... / frequency ... .""Advise(you) try VHF Channel .. / frequency... ."

When the changing of a VHF Channel / frequency is accepted, say:" Changing to VHF Channel ... / frequency ...
."

"How do you read (me)?"

"I read you ...

bad/one with signal strength one (i.e. barely perceptible)

poor/two with signal strength two (i.e. weak)fair/three with signal strength three (i.e. fairly good)good/four with
signal strength four (i.e. good) excellent/five with signal strength five(i.e. very good)

When it is advisable to remain on a VHF Channel / frequency say:" Stand by on VHF Channel ... / frequency ...
"

Corrections

When a mistake is made in a message, say: "Mistake ..." - followed by the word

"Correction ... " plus the corrected part of the message. Example: "My present speed is 14 knots - mistake.
Correction, my present speed is 12, one-two, knots."

Readiness

"I am / I am not ready to receive your message".

Repetition

If any part of the message are considered sufficiently important to need safeguarding, say: "Repeat ... " -
followed by the corresponding part of the message. Example: "My draft is 12.6 repeat one-two decimal 6
metres." "Do not overtake - repeat - do not overtake. "When a message is not properly heard, say: “Say again
(please).”

Numbers

Numbers are to be spoken in separate digits: "One-five-zero" for 150"Two decimal five" or Two point five” for
2.5Note: Attention! When rudder angles e.g. in wheel orders are given, say: "Fifteen" for 15 or "Twenty" for 20
etc..

Positions

When latitude and longitude are used, these shall be expressed in degrees and minutes (and decimals of a
minute if necessary), North or South of the Equator and East or West of Greenwich. Example: "WARNING.
Dangerous wreck in position 15 degrees 34 minutes North061 degrees 29 minutes West." When the position is
related to a mark, the mark shall be a well-defined charted object. The bearing shall be in the 360 degrees
notation from true north and shall be that of the position FROM the mark. Example: "Your position bearing 137
degrees from Big Head lighthouse distance 2.4 nautical miles."

Bearings

The bearing of the mark or vessel concerned, is the bearing in the 360 degree notation from north (true north
unless otherwise stated), except in the case of relative bearings. Bearings may be either FROM the mark or
FROM the vessel. Examples: "Pilot boat is bearing 215 degrees from you. "Note: Vessels reporting their position
should always quote their bearing FROM the mark.

Relative bearings

Relative bearings can be expressed in degrees relative to the vessel's head. More frequently this is in relation to
the port or starboard bow. Example: "Buoy 030 degrees on your port bow."(Relative D/F bearings are more
commonly expressed in the 360 degree notation.)

Courses

Always to be expressed in 360 degree notation from north (true north unless otherwise stated). Whether this is
to TO or FROM a mark can be stated.

Distances

Preferably to be expressed in nautical miles or cables (tenths of a mile) otherwise in kilometres or metres, the
unit always to be stated.

Speed

To be expressed in knots:15.

without further notation meaning speed through the water; or, "ground speed" meaning speed over the ground.
Time

Time should be expressed in the 24 hour UTC notation; if local time will be used in ports or harbours it should
clearly be stated.

Geographical names

Place names used should be those on the chart or in Sailing Directions in use. Should these not be understood,
latitude and longitude should be given.

Ambiguous words

Some words in English have meanings depending on the context in which they appear. Misunderstandings
frequently occur, especially in VTS communications, and have produced accidents. Such words are:

The Conditionals "May", "Might", "Should" and "Could".

May -Do not say: "May I enter the fairway?" Say:"QUESTION. Do I have permission to enter the fairway?"

Do not say:"You may enter the fairway. "Say:"ANSWER. You have permission to enter the fairway."

Might - Do not say:"I might enter the fairway." Say:"INTENTION. I will enter the fairway."

Should- Do not say:"You should anchor in anchorage B 3."Say:"ADVICE. Anchor in anchorage B 3."

Could - Do not say:"You could be running into danger."Say:"WARNING. You are running into danger."

The word "Can" either describes the possibility or the capability of doing something. In the SMCP the situations
where phrases using the word "Can" appear make it clear whether a possibility is referred to. In an ambiguous
context, however, say, for example: "QUESTION. Do I have permission to use the shallow draft fairway at this
time?", do not say: "Can I use the shallow draft fairway at this time?", if you ask for a permission. (The same
applies to the word "May")

Note: In all cases the radiotelephone procedures as set out in the ITU - Radio Regulations have to be observed.

SMCP- Internal and External Communication

ON-BOARD COMMUNICATION PHRASES (A)AII/1

Standard Wheel Orders

All wheel orders given should be repeated by the helmsman and the officer of the watch should ensure that they
are carried out correctly and immediately. All wheel orders should be held until countermanded. The helmsman
should report immediately if the vessel does not answer the wheel. When there is concern that the helmsman
is inattentive s/he should be questioned:"

What is your heading ?" And s/he should respond:"

My heading is ... degrees."

Order Meaning
Midships Rudder to be held in the fore and aft position.

Port/starboard five 5° of port / starboard rudder to be held.

Port/starboard ten 10°of port / starboard rudder to be held.

Port/starboard fifteen 15°of port / starboard rudder to be held.

Port/ starboard twenty 20°of port / starboard rudder to be held.

Port/starboard twenty-five 25°of port / starboard rudder to be held.

Hard -a-port/starboard Rudder to be held fully over to port / starboard.

Ease to five Reduce amount of rudder to 5° and hold.

Ease to ten Reduce amount of rudder to 10° and hold.

Ease to fifteen Reduce amount of rudder to 15° and hold.

Ease to twenty Reduce amount of rudder to 20° and hold.

Steady Reduce swing as rapidly as possible

Steady as she goes Steer a steady course on the compass heading

indicated at the time of the order. The helmsman is to
repeat the order and call out the compass heading on receiving the
order. When the vessel is steady on that heading, the helmsman
is to call out: "Steady on ..."

Keep the buoy/ mark/ beacon/ ... on port side / starboard side.

Report if she does not answer the wheel.

Finished with wheel No more steering.

When the officer of the watch requires a course to be steered by compass, the direction in which s/he wants
the wheel turned should be stated followed by each numeral being said separately, including zero, for example:

Order Course to be steered

Port, steer one eight two 182°

Starboard, steer zero eight two 082°

Port, steer three zero five 305°

On receipt of an order to steer, for example, 182, the helmsman should repeat it and bring the vessel round
steadily to the course ordered. When the vessel is steady on the course ordered, the helmsman is to call out:"

Steady on one eight two".

The person giving the order should acknowledge the helmsman's reply.

If it is desired to steer on a selected mark the helmsman should be ordered to:

"Steer on ... buoy / ... mark / ... beacon".

Standard Engine Orders

Any engine order given should be repeated by the person operating the bridge telegraph(s) and the officer of
the watch should ensure the order is carried out correctly and immediately.

Order Meaning

Full ahead / astern Maximum maneuvering engine revolutions for ahead/astern propulsion

Half ahead / astern

Slow ahead / astern

Dead slow ahead / astern

Stop (port / starboard) engines No engine revolutions needed.

Emergency full ahead / astern

Stand by engine Engine-room personnel fully ready to manoeuvre and bridge manned
to relay engine orders.

Finished with engines Operation of engines no longer required.

I n ships fitted with twin propellers, the word "both" should be added to all orders affecting both shafts, e.g.
"Full ahead both", and "Slow astern both", except that the words "Stop all engines" should be used, when
appropriate. When required to manoeuvre twin propellers independently, this should be indicated, i.e. "Full
ahead starboard", "Half astern port", etc.

Where bow thrusters are used, the following orders are used:

Order Meaning

Bow thrust full / half to port / starboard. Ship’s head to move to port/starboard w/ power
as specified

Stern thrust full / half to port / starboard. Ship’s astern to move to port/starboard w/ power
as specified

Bow / stern thrust stop No bow /stern thrust revolutions

For vessels with variable pitch propeller, the meaning of the order would include the combination of pitch and
revolutions as indicated in ship’s order.

Vessel Traffic Service (VTS) Standard Phrases

Application of Message Markers

In order to especially facilitate shore-to-ship and ship-to-shore communication or when one of the Standard
Marine Communication Phrases will not fit the meaning desired, one of the following eight message markers
may be used to increase the probability of the purpose of the message being properly understood.

It is at the discretion of the shore personnel or the ship ́s officer whether to use one of the message markers
and if so which of them to apply depending on the user`s qualified assessment of the situation. If used the
message marker is to be spoken preceding the message or the corresponding part of the message. The IMO
VTS Guidelines recommend that in any message directed to a vessel it should be clear whether the message
contains information, advice, warning, or instruction and IMO Standard Marine Communication Phrases should
be used where practicable.

For further standardized VTS communications, also see other sections of PART AI. For VTS Standard Reporting
Procedures see IMO Resolution A. 851 (20) on “General Principles for Ship Reporting Systems and Ship Reporting
Requirements, including guidelines for reporting incidents involving dangerous goods, harmful substances and /
or marine pollutants".

Note: All of the following phrases must come as the culmination (message content) of a radio message exchange
between stations covered by the ITU Radio Regulations, and the relevant calling procedures have to be observed.

Message Markers

(i) INSTRUCTION

This indicates that the following message implies the intention of the sender to influence others by a Regulation.
Comment: This means that the sender, e.g. a VTS - Station or a naval vessel, must have the full authority to
send such a message. The recipient has to follow this legally binding message unless s/he has contradictory
safety reasons which then have to be reported to the sender. Example: "INSTRUCTION. Do not cross the
fairway.”

(ii) ADVICE

This indicates that the following message implies the intention of the sender to influence others by a
Recommendation. Comment: The decision whether to follow the ADVICE still stays with the recipient. ADVICE
does not necessarily have to be followed but should be considered very carefully. Example: "ADVICE. (Advise
you) stand by on VHF Channel six nine."

(iii) WARNING

This indicates that the following message implies the intention of the sender to inform others about danger.
Comment: This means that any recipient of a WARNING should pay immediate attention to the danger
mentioned. Consequences of a WARNING will be up to the recipient. Example: "WARNING. Obstruction in the
fairway."

(iv) INFORMATION

This indicates that the following message is restricted to observed facts, situations, etc.. Comment: This marker
is preferably used for navigational and traffic information, etc.. Consequences of INFORMATION will be up to
the recipient. Example: "INFORMATION. MV No name will overtake to the West of you ."

(v) QUESTION

This indicates that the following message is of interrogative character. Comment: The use of this marker removes
any doubt on whether a question is being asked or statement being made, especially when interrogatives such
as What, Where, Why, Who, How are additionally used at the beginning of the question. The recipient is expected
to return an answer. Example: "QUESTION.( What is ) your present maximum draft?"
(vi) ANSWER

This indicates that the following message is the reply to a previous question. Comment: Note that an answer
should not contain another question. Example: "ANSWER. My present maximum draft is zero seven metres."

(vii) REQUEST

This indicates that the following message is asking for action from others with respect to the vessel. Comment:
The use of this marker is to signal: I want something to be arranged or provided, e.g. ship ́s stores requirements,
tugs, permission, etc.. Note: REQUEST must not be used involving navigation, or to modify COLREGS. Example:
"REQUEST. I require two tugs."

(viii) INTENTION

This indicates that the following message informs others about immediate navigational action intended to be
taken. Comment: The use of this message marker is logically restricted to messages announcing navigational
actions by the vessel sending this message. Example: "INTENTION. I will reduce my speed."

External Communication Phrases

Standard GMDSS Messages

1 Structure

Upon receipt of a DSC Distress Alert acknowledgement the vessel in distress should commence the distress
traffic on one of the international distress traffic frequencies for telephony (VHF Channel 16 or 2182 kHz) as
follows:

MAYDAY

THIS IS

-the 9-digit Maritime Mobile Service Identity code (MMSI) plus name / call sign or other identification of the
vessel calling

-the position of the vessel

-the nature of distress

-the assistance required

-any other information which might facilitate rescue. .

2 Example

MAYDAY - THIS IS TWO-ONE-ONE-TWO-THREE-NINE-SIX-EIGHT-ZERO MOTOR VESSEL "BIRTE" CALL SIGN

DELTA ALPHA MIKE KILO

- POSITION SIX TWO DEGREES ONE ONE DECIMAL EIGHT MINUTES NORTH

- ZERO ZERO SEVEN DEGREES FOUR FOUR MINUTES EAST

- I AM ON FIRE AFTER EXPLOSION

- I REQUIRE FIRE FIGHTING ASSISTANCE

- SMOKE NOT TOXICOVER

2 Standard Urgency Message

1 Structure

After the transmission of a DSC Urgency Call switch the transmitter to VHF Channel 16 or frequency 2182 kHz
(if not automatically controlled) and commence the urgency traffic as follows:

PAN-PAN (repeated three times)

ALL STATIONS (repeated three times)

THIS IS

-the 9-digit MMSI of the vessel plus name / call sign or other identification-the position of the vessel

-the text of the urgency message.

2 Example

PAN-PAN PAN-PAN PAN-PAN

ALL STATIONS ALL STATIONS ALL STATIONS

- THIS IS TWO-ONE-ONE-TWO-THREE-NINE-SIX-EIGHT-ZERO MOTORVESSEL "BIRTE" CALL SIGN DELTA

ALPHA MIKE KILO

- POSITION SIX TWO DEGREES ONE ONE DECIMAL EIGHT MINUTES NORTH ZERO ZERO SEVEN DEGREES
FOUR FOUR MINUTES EAST

- I HAVE PROBLEMS WITH ENGINES

- I REQUIRE TUG ASSISTANCEOVER

3 Standard Safety Message

1 Structure

After the transmission of a DSC Safety Call switch the transmitter to VHF Channel 16 or frequency 2182 kHz (if
not automatically controlled) and transmit the safety message as follows:

SECURITE (repeated three times)

ALL STATIONS (or all ships in a specific geographical area, or to a specific station)(repeated three times)

THIS IS

-the 9-digit MMSI of the vessel plus name / call sign or other identification-the text of the safety message.

3 Example

SECURITE SECURITE SECURITE

ALL SHIPS ALL SHIPS ALL SHIPS IN AREA PETER REEF

- THIS IS TWO-ONE-ONE-TWO-THREE-NINE-SIX-EIGHT-ZERO MOTORVESSEL "BIRTE" CALL SIGN DELTA

ALPHA MIKE KILO- ----DANGEROUS WRECK LOCATED IN POSITION TWO NAUTICAL MILES SOUTH OF PETER
REEF OVER
SMCP Vocabulary and General Terms

Terms Meaning

To be afloat being borne by water

To be underway neither anchored, moored, made fast, nor aground

To be making headway moving forward through the water

To be making sternway moving backward through the water

To be making leeway moving sideways through the water being blown by the wind

To overhaul (another vessel) overtaking her

To fall astern dropping behind a faster vessel

To be hove to stopping at sea

To be adrift moving without means of propulsion

To be aground lying on the bottom or struck on rocks

To bear away turning away from the wind

To be moving broadside on moving sideways through the water

GLOSSARY

The GLOSSARY also includes a limited number of technical terms which do not appear in the text of the SMCP
but might be useful in case the content of a given standard Phrase requires modification.

General terms

Abandon vessel - To evacuate crew and passengers from a vessel following a distress

Accommodation ladder - Ladder attached to platform at vessel's side with flat steps and handrails enabling
persons to embark / disembark from water or shore.

Adrift - Floating, not controlled, without a clearly determinable direction

Air draft - The height from the waterline to the highest point of the vessel

Assembly station - Place on deck, in mess rooms, etc., assigned to crew and passengers where they have to
meet according to the muster list when the corresponding alarm is released or announcement made.

Backing (of wind) - Shift of wind direction in an anticlockwise manner, in time (opposite of veering)

Beach (to) - To run a vessel up on a beach to prevent its sinking in deep water

Berth - A sea room to be kept for safety around a vessel, rock, platform, etc..2:The place assigned to a vessel
when anchored or lying alongside a pier, etc.

Blast - A sound signal made with the whistle of the vessel

Blind sectors - Areas which cannot be scanned by the radar of the vessel because they are shielded by parts of
its superstructure, masts, etc, or shore obstructions.
Boarding arrangements - All equipment, such as pilot ladder, accommodation ladder, hoist, etc., necessary for
a safe transfer of the pilot.

Boarding speed - The speed of a vessel adjusted to that of a pilot boat at which the pilot can safely embark /
disembark

Bob-cat - A mini-caterpillar with push-blade used for the careful distribution of loose goods in cargo holds of
bulk carriers

Briefing - Concise explanatory information to crew and/or passengers

Cable - Chain, wire or rope connecting a vessel to her anchor(s)2: (measurement),185.2 metres, i.e. one tenth
of a nautical mile

Capsize - Turning of a vessel upside down while on water

Cardinal buoy - A seamark, i.e. a buoy, indicating the North, East, South or West

Cardinal points -The four main points of the compass, i.e. North, East, South and West

Casualty - Case of death in an accident or shipping disaster

Check (to) - To make sure that equipment etc. is in proper condition or that everything is correct and safe.

Close-coupled towing -A method of towing vessels through polar ice by means of ice-breaking tugs with a special
stern notch suited to receive and hold the bow of the vessel to be towed

Close up (to) -To decrease the distance to the vessel ahead by increasing one`s own speed

Compatibility(of goods) states whether different goods can be stowed together in on hold

Convoy - A group of vessels which sail together, e.g. through a canal or ice

Course - The intended direction of movement of a vessel through the water

Course made good - That course which a vessel makes good over ground, after allowing for the effect of
currents, tidal streams, and leeway caused by wind and sea

COW - Crude Oil Washing: A system of cleaning the cargo tanks by washing them with the cargo of crude oil
during discharge

CPA/TCPA - Closest Point of Approach /Time to Closest Point of Approach limit as defined by the observer to
give warning when a tracked target or targets will close to within these limits

Crash-stop - An emergency reversal operation of the main engine(s) to avoid a collision

Damage control team - A group of crew members trained for fighting flooding in the vessel

Datum - The most probable position of a search target at a given time. The plane of reference to which all data
as to the depth on charts are referenced.

Derelict - Goods or any other commodity, specifically a vessel abandoned at sea

Destination - Port which a vessel is bound for

Disabled - A vessel damaged or impaired in such a manner as to be incapable or proceeding on its voyage

Disembark (to) - To go from a vessel

Distress alert (GMDSS) - A radio signal from a distressed vessel automatically directed to an MRCC giving position,
identification, course and speed of the vessel as well as the nature of distress

Distress/Urgency Traffic - The verbal exchange of information on radio from ship to shore and/or ship to ship/
air craft about a distress / urgency situation as defined in the relevant ITU Radio Regulations

Draught/Draft - The depth of water which a vessel floats

Dragging (of anchor) - Moving of an anchor over the sea bottom involuntarily because it is no longer preventing
the movement of the vessel

Dredging (of anchor) - Moving of an anchor over the sea bottom to control the movement of the vessel

Drifting - being driven along by the wind, tide or current

Drop back (to) - To increase the distance to the vessel ahead by reducing one's own speed

DSC - Digital Selective Calling (in the GMDSS system)

Embark (to) - To go aboard a vessel

EPIRB - Emergency Position Indicating Radio Beacon

Escape route - A clearly marked way in the vessel which has to be followed in case of an emergency

Escort - Attending a vessel, to be available in case of need, e.g. ice-breaker,tug, etc.

ETA - Estimated Time of Arrival

ETD - Estimated Time of Departure

Fathom - A measure of 6 feet

Fire patrol - A crew member of the watch going around the vessel at certain intervals so that an outbreak of fire
may be promptly detected; mandatory in vessels carrying more than 36 passengers

Flooding - Major uncontrolled flow of seawater into the vessel

Fire monitor - Fixed foam/powder/water cannon shooting fire extinguishing agents on tank deck, manifold etc.

Foul (of anchor) - Anchor has its own cable twisted around it or has fouled an obstruction

Full speed - Highest possible speed of a vessel

Fumes - Often harmful gas produced by fires, chemicals, fuel, etc.

General emergency alarm - A sound signal of seven short blasts and one prolonged blast given with the vessel ́s
sound system

GMDSS - Global Maritime Distress and Safety System

GPS - (Differential)Global (satellite) Positioning System

Hampered vessel - A vessel restricted by her ability to maneuver by the nature of her work or her deep draft

Hatchrails Ropes - supported by stanchions around an open hatch to prevent persons from falling into a hold

Heading - The horizontal direction the vessel's bows at a given moment measured in degrees clockwise from
north
Hoist - A cable used by helicopters for lifting or lowering persons in a pick-up operation

Icing - Coating of ice on an object, e.g. the mast or superstructure of a vessel

IMO-Class - Group of dangerous or hazardous goods, harmful substances or marine pollutants in sea transport
as classified in the International Maritime DangerousGoods Code (IMDG Code)

Inert (to) - To reduce the oxygen in an oil tank by inert gas to avoid an explosive atmosphere Initial course
Course directed by the OSC or other authorized person to be steered at the beginning of a search

Inoperative - Not functioning

Jettison (to) (of cargo) - Throwing overboard of goods in order to lighten the vessel or improve its stability in
case of an emergency

Launch (to) - To lower, e.g. lifeboats to the water

Leaking - Escape of liquids such as water, oil, etc., out of pipes, boilers, tanks, etc., or a minor inflow of seawater
into the vessel due to damage to the hull

Leeward - The general direction to which the wind blows; opposite of windward

Leeway - The angular effect on the vessel's course caused by the prevailing wind

Let go (to) - To set free, let loose, or cast off (of anchors, lines, etc.)

Lifeboat station - Place assigned to crew and passengers where they must gather before being ordered into the
lifeboats

Make water (to) - Seawater flowing into the vessel due to hull damage, or hatches awash and not properly
closed

MMSI - Maritime Mobile Service Identity number

Moor (to) - To secure a vessel in a particular place by means of wires or ropes made fast to the shore, to
anchors, or to anchored mooring buoys, or to ride with both anchors down

MRCC -Maritime Rescue Co-ordination Centre: Land-based authority responsible for promoting efficient
organization of maritime search and rescue and for co-ordinating the conduct of search and rescue operations
within a search and rescue region

Muster (to) - To assemble crew, passengers or both in a special place for purposes of checking

Muster list - List of crew, passengers and all on board and their functions in a distress or drill

Not under command NUC - A vessel which through exceptional circumstances is unable to manoeuvre as
required by the COLREGs

Obstruction - An object such as a wreck, net, etc., which blocks a fairway, route, etc.

Off air - When the transmissions of a radio station etc., have broken down, been switched off or suspended

Off station (of buoys) - Not in charted position

Oil clearance - Oil skimming from the surface of the water

Operational - Ready for immediate use

Ordinance exercise - Naval firing practice

OSC - On-Scene Co-ordinator: A person designed to co-ordinate search and rescue operations within a specified
area

Overflow - escape of oil from a tank which is full because pumping was not stopped in time

Polluter - A vessel emitting harmful substances into the air or spilling oil into the sea

Preventers - Ropes or wires attached to derricks to prevent them from swinging during cargo - handling
operations

Proceed (to) - To sail or head for a certain position or to continue with the voyage

PA-system - Public address system: Loudspeakers in the vessel's cabins, mess room

Recover (to) - To pick up shipwrecked persons

Refloat (to) - To pull a vessel off after grounding; to set afloat again

Rendez-vous - An appointment between vessels normally made on radio to meet in a certain area or position

Reported - in navigational warnings: Position of object unconfirmed

Restricted area - A deck, space, area, etc., in vessels, where for safety reasons, entry is only permitted for
authorized crew members

Resume (to) -To re-start a voyage, service or search

Retreat signal - Sound, visual or other signal to a team ordering it to return to its base

Rig move - The movement of an oil rig, drilling platform, etc., from one position to another

Roll call - The act of checking who of the passengers and crew members are present, e.g. at assembly stations,
by reading aloud a list of their names

Safe speed - That speed of a vessel allowing the maximum possible time for effective action to be taken to avoid
a collision and to be stopped within an appropriate distance

SWL - Safety Working load: The maximum working load of a deck, etc.

Safe working pressure - The maximum permissible pressure in cargo hoses

SAR - Search and Rescue

SART - Search and Rescue Transponder

Scene - The area or location where the event or accident has happened

Search pattern - A pattern according to which vessels and/or aircraft may conduct a co- ordinated search (the
IMOSAR offers seven search patterns)

Search speed - The speed of searching vessels directed by the OSC

Seamark - A navigational aid placed to act as a beacon or warning

Segregation (of goods) - Separation of goods which for different reasons must not be stowed together

Shackle Standard length (15 fathoms) of an anchor cable

Shifting cargo - Transverse movement of cargo, especially bulk, caused by rolling or a heavy list

Slings - Ropes, nets, and any other means for handling general cargoes

Speed of advance - The speed at which a storm centre moves

Spill (to) - The accidental escape of oil, etc., from a vessel, container, etc., into the sea

Spill control gear - Special equipment for fighting accidental oil spills

Stand by (to) - To be in readiness or prepared to execute an order; to be readily available

Stand clear (to) - To keep a boat away from the vessel

Standing orders - Orders of the Master to the officer of the watch which s/he must comply

Stand on (to) - To maintain course and speed

Station - The allotted place or the duties of each person on board

Stripping - Draining tanks of the remaining cargo, water, etc.

Survivor - A person who continues to live in spite of being in an extremely dangerous situation, e.g. a shipping
disaster.

Take off (to) - A helicopter lifts off from a vessel's deck

Target - The echo generated e.g. by a vessel on a radar screen

Tension winch - A winch which applies tension to mooring lines to keep them tight

TEU - Twenty Foot Equivalent Unit (standard container dimension)

Track - The path followed, or to be followed, between one position and another

Transit - The passage of a vessel through a canal, fairway, etc.

Transit speed - Speed of a vessel required for the passage through a canal, fairway, etc.

Transshipment (of cargo) - The transfer of goods from one vessel to another outside harbours

Underway - A vessel which is not at anchor, or made fast to the shore, or aground

Union purchase - A common method of cargo handling by combining two derricks, one of which is fixed over
the quay, the other over the hatchway

Unlit - When the light characteristics of a buoy or a lighthouse are inoperative

UTC - Universal Time Co-ordinated (ex GMT)

Variable (of winds) - When a wind is permanently changing the direction from which it blow

Veering (of winds) - Shifting of wind direction in a manner, in time; opposite of backing

Veer out (to)(of anchors) - To let out a greater length of cable

VHF - Very High Frequency (30 - 300 MHz)

Walk out (to) (of anchors) - To reverse the action of a windlass so as to ease the cable

Way point - A position a vessel has to pass or at which she has to alter course according to her voyage plan
Windward -The general direction from which the wind blows; opposite of leeward

Wreck - A vessel which has been destroyed or sunk or abandoned at sea

VTS special terms

Fairway - Navigable part of a waterway

Fairway speed - Mandatory speed in a fairway

ITZ - Inshore Traffic Zone (of a TSS): A routing measure comprising a designated area between the landward
boundary of a TSS and the adjacent coast

Manoeuvring speed - A vessel’s reduced rate of speed in restricted waters such as fairways or harbours

Receiving point - A mark or place at which a vessel comes under obligatory entry, transit, or escort procedure

Reference line - A fictive line displayed on the radar screens in VTS Centres and/or electronic sea-charts
separating the fairway for inbound and outbound vessels so that they can safely pass each other

Reporting point - A mark or position at which a vessel is required to report to the local VTS-Station to establish
its position

Separation zone / line - A zone or line separating the traffic lanes in which vessels are proceeding in opposite or
nearly opposite directions; or separating a traffic lane from the adjacent sea area; or separating traffic lanes
designated for particular classes of vessels proceeding in the same direction

Traffic clearance - VTS authorization for a vessel to proceed under conditions specified

Traffic lane - An area within defined limits in which one-way traffic is established

TSS - Traffic Separation Scheme: A routing measure aimed at the separation of opposing streams of traffic by
appropriate means and by the establishment of traffic lanes

VTS - Vessel Traffic Services: Services, designed to improve safety and efficiency of vessel traffic and to protect
the environment

VTS-area - Area controlled by a VTS-Centre or VTS-Station

NGEC 5 LESSON 11

Meaning and the Essential parts of the explanation Essay

Learning Outcomes

At the end of the lesson, you should be able to:

1. be familiar with the format in writing an essay; and

2. write an example of an explanation essay.

Guide Questions

1. What is an explanation essay?

2. What are the parts of an explanation essay?

What is an explanation essay?

} An explanation essay is one such example of a written piece of work that addresses “why” question.

} It explains a particular topic to its readers.

} Since it is meant to inform or educate the readers, the essay should present convincing and adequate support
for the explanations.

What are the parts of an explanation essay?

} Introduction- tell the reader what you want to tell them.

} Body of the report- tell them by explaining, arguing and presenting facts.

} Conclusion- tell them what you have told them by summarizing/ concluding.

Example

TYPES OF HUMAN ERROR

Introduction

What do we mean by “human error”? Human error is sometimes described as being one of the following:
an incorrect decision, an improperly performed action, or an improper lack of action.

Body of the report

One example is the grounding of the TORREY CANYON. Again, we have clear, calm weather—this time
it was a daylight transit of the English Channel. While proceeding through the Scilly Islands, the ship ran aground,
spilling 100,000 tons of oil.
 At least four different human errors contributed to this accident. The first was economic pressure, that
is, the pressure to keep the schedule (pressure exerted on the master by management). The TORREY CANYON
was loaded with cargo and headed for its deep-water terminal in Wales. The shipping agent had contacted the
captain to warn him of decreasing tides at Milford Haven, the entrance to the terminal. The captain knew that if
he didn’t make the next high tide, he might have to wait as much as five days before the water depth would be
sufficient for the ship to enter. This pressure to keep the schedule was exacerbated by a second factor: the
captain’s vanity about his ship’s appearance. He needed to transfer cargo in order to even out the ship’s draft.
He could have performed the transfer while underway, but what would have increased the probability that he
might spill a little oil on the decks and come into port with a “sloppy” ship. So instead, he opted to rush to get
past the Scillies and Milford Haven in order to make the transfer, thus increasing the pressure to make good
time.

The third human error in this chain was another poor decision by the master. He decided in order to
save time, to go through the Scilly Islands, instead of around them as originally planned. He made this decision
even though he did not have a copy of the Channel Pilot for that area, and even though he was not very familiar
with the area.

The final human error was an equipment design error (made by the equipment manufacturer). The
steering selector switch was in the wrong position: it had been left on autopilot. Unfortunately, the design of
the steering selector unit did not give any indication of its setting at the helm. So when the captain ordered a
turn into the western channel through the Scillies, the helmsman fully turned the wheel, but nothing happened.
By the time they figured out the problem and got the steering selector back on “manual”, it was too late to make
the turn, and the TORREY CANYON ran aground.

Conclusion

This example shows, there are many different kinds of human error. It is important to recognize that
“human error” encompasses much more than what is commonly called “operator error”.