Forklift Accident Article Example | Topics and Well Written Essays - 500 words

Forklift Accident - Article Example An accident occurred at the construction site of a light industrial building. A worker was driving a 3 ton forklift down a circular vehicle ramp from the fourth level towards the third level. There was no load on the forklift. The vehicle suddenly swerved and overturned on the third level and the worker who was driving the forklift was crushed beneath the vehicle and died on the spot. The driver had not undergone the mandatory forklift driver’s training course. Findings revealed that the forklift involved in the accident belonged to the main contractor and was poorly maintained. The driver was an employee of the plastering and bricklaying works contractor. The numbers of trained forklift operators were inadequate with respect to the number of forklifts. Also there was no risk assessment conducted on forklift operations.Another such accident occurred at a warehouse in a distribution park. A worker tallying stock stored on metal racks squeezed himself into the gap between two ra cks. A forklift driver was pushing racks closer together to make space for more racks. He did not see the employee, and the employee was crushed to death between the metal racks. If risk assessment had been carried out, forklifts and other workers would not have been allowed to operate in the area concurrently. It also seemed that there was inadequate safety training awareness among the employees.The key to preventing such accidents is training and enforcement of safety measures at places where forklifts are used.

Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching Session A portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and evaluation of a teaching session. Introduction The title of the teaching session chosen was: â€Å"Pressure Ulcer Risk Assessment.† I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles. The purpose behind this exercise was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching session provided which supplemented nurse education on an important topic which is likely to make a difference to the students (Clark 2005) and one which is incorporated into the process of clinical governance. There are a variety of learning styles and one of these – activist (Honey, 1982) – learns most effectively from actually performing the task. However performance of the task is relevant as a learning exercise for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas integral to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised some of this theory to enhance the usefulness of my reflection into how the teaching session took place. The portfolio of evidence follows in appendices. These are copies of the actual documents used. These are referenced within the reflective elements of the exercise presented below. The process follows a flexible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for improvement in subsequent sessions. Rationale for choice of teaching session The topic was â€Å"Pressure Ulcer Risk Assessment.† This was chosen for the following reasons: It is an important area It has a high incidence. In a study in 1991 4.03% of admissions developed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients also develop pressure sores in the community; a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital. Once a pressure ulcer develops it is difficult to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after cancer and cardiovascular disease (Health Council of the Netherlands, 1999). Pressure ulcers are distressing to patients. They adversely influence length of stay which is one of the clinical governance outcome measures Increasing length of stay blocks beds and has the ultimate effect of lengthening waiting times for elective surgical procedures This has financial implications for the Trust Scare NHS resources are diverted away for treating pre-existing diseases The are medico legal effects (Moody, 1997) Pressure sore are largely preventable (Stephen-Haynes). Nursing on pressure relieving mattresses can be effective (Hofman et al, 1994) However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993) We can effectively predict which patients are at high risk although the Waterlow score does not perform well in the community (Edwards M (1996) and there are also concerns about its performance within the hospital setting (Schoonhoven,2006). We can target preventative treatment at those at high risk Prevention measures in the high risk group can make a difference (Cooper and gray, 2002) The risk factors need to be understood by all nursing staff on the ward (Moody et al, 1988). It is important to keep up to date with new ideas in the topic Planning based on a Teaching Plan (Quinn 2000) The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teacher’s notes. A copy of the teaching plan is presented in appendix 2. The aim of the teaching session was â€Å"to develop an understanding of the principles of pressure ulcer risk assessment.† The learning outcomes were â€Å"At the end of this teaching session students should be able to: Define the term ‘pressure ulcer’ and explain rationales for risk assessment. Understand the importance of clinical governance in relation to pressure ulcer risk assessment. Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterlow, 1985, 1988, 2005). The seven learners were student nurses from the first to the third year of study. A written plan was set out as shown in appendix 2. This detailed the sequence and process of the session. Approximate timings were given in the first column. The content column detailed six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items; definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, according to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity planned was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising. The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is progress on to newer more complex material. Preparation of self, subject material, students environment Self I ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and also that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session. I was aware of the policy within the hospital about screening for pressure sore risk and subsequent management so that the contents of the presentation were likely to be appropriate in the day to day working context. Subject material I had thoroughly read up about the subject from a variety of resources including paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted some questions and formulated some draft answers to them. Students I already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a number of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning needs were. I advertised the teaching session to the students beforehand. I choose a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach – some students may not follow what was going on whereas others may be bored. Environment A teaching room was obtained. The chairs were arranged in a semi-circular pattern in order for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of adjusting the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session. Delivery the process of undertaking the session The total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely interactive although some of the students did not participate in the discussion. I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the audience much more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspects; Clarity of objectives and priorities Knowledge of the subject Knowledge of educational theory Communication skills Motivation The teaching was interactive because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking open questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. Overall I had in mind to make the session learner-centred. I used cue cards so that I did not need detailed notes. I gave out and used handouts in such a way that the students would not be distracted by looking at them. The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, â€Å"what is †¦..?†, â€Å"can anybody explain or tell me what this†¦.. means please?†, â€Å"what do you understand by the term †¦Ã¢â‚¬ ¦?† I spent a preponderance of the available time asking questions, explaining and clarifying. Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or listening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students. Evaluation decisions relating to the process of evaluation and preparing evaluation materials I prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful driver for the continuous improvement in education. In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be finished once the feedback forms and attendance register had been dealt with. The summary of the completed forms is shown in the appendix. The forms included an area for free text comments. However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would therefore give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan. Feedback response to evaluation feedback (from learners/students) and self-evaluation Response to feedback from the students Self evaluation I felt that I had performed well in some areas. I felt I was proceeding at a pace that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by making it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for further reading and although I felt this was a good idea since according to educational theory adult learners need to be given direction and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation. I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be covered on the topic but the time was insufficient. Initially I felt strongly that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necessary in order for students to be taught. In retrospect it would have probably been advantageous to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time. Feedback from the students The feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks. In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. Reflective practice (Schà ¶n, 1987) consists of two elements: reflection in action, this occurred at the time of the teaching session reflection on action, occurred following the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved. Action plan for future practice identify key points for future development Learn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question). Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982). Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001). Have a space on the evaluation form for comments on the environment. Use photographs and pictures. Get the students to actually use the scale. Do less reading of handouts. Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn. Utilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for instance get the students to actually use the risk scoring system by applying it to examples. According to Knowles (1984) it is a basic principle that adult learning is facilitated by encouraging learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources. Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe. Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this. Conclusion It is now going to be particularly important to repeat the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as done here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change. It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department. In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher. Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach. References Beckrich K Aronovitch SA 1999 Hospital acquired pressure ulcers: a comparison of costs in medical vs. surgical patients. Nurs Econ 17:263-271 Cheek B 2005 The learning cycle in http://www.gp-training.net/training/restrain.htm accessed 10 March 2006 Clark M Watts S 1994 The incidence of pressure sores within a National Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6. Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95 Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48 de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing Shrewsbury Edwards M (1996) Pressure sore risk: validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8 Health Council of the Netherlands. Pressure ulcers. The Hague: The Health Council of the Netherlands, 1999. (Publication No 1999/23.) Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses: controlled clinical trial Lancet.5;343(8897):568-71. Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles questionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006 Kaufman D 2003 Applying educational theory in practice British Medical Journal 326:213-216 Knowles MS 1984 Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey-Bass Moody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) :22412243 Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1): 41-41. Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4 Power presentation info http://www.powerpresentation.info/ accessed 10 March 2006 Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham: Nelson Thornes. Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viability 3(1): 13-15 Schà ¶n DA 1987 Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002;325:797 Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44 The attributes of a good teacher http://www.gp-training.net/training/intending_trainers_course/atttea.htm  Accessed 10 March 2006 Touche Ross 1993 Report to the Department of Health on the cost of  pressure sores to the Health Service. In: Department of Health Guidance Pressure Sores: A Key Quality Indicator. Health Publications Unit, Heywood Lancs Walsh K 2006 Are you a globalist or an analyst? BMJ2006;332:524 Waterlow J (2005) Pressure sores – Symptom (online). Available: http://www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006 Waterlow J (1985) A risk assessment card. Nursing Times 81: 48-55 Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84: 25

David Letterman :: Essays Papers

David Letterman Anyone that has met, seen, heard of, or listened to David Letterman can immediately tell he has a likable and humorous personality. Anyone studying him can see that his â€Å"clowning,† as he called it, is more than simple clowning in its accepted sense. In inventing weird disasters and making up places that did not exist, which he did quite often as a weather man for channel 13, he was indulging himself in another facet of his complicated humor. It was â€Å"nonsense†-nothing more, nothing less. And the nonsense that David found most compatible with his sense of humor was fragile, soap-bubble thin, and as transparent as butterfly wings. This easygoing, laid back sense of humor has brought him were he is today. On the other hand, anyone that has met Garrett Scharton has more than likely been stung by his sarcastic, witty remarks. His sense of humor, derived from his ever- changing childhood, has taught him to always â€Å"be on his toes.† Garrett’s hardships in his early years have opened his eyes to see the lighter side of everything to keep his sanity. This sometimes gets in his way of experiencing new things. The lingering insecurities in the back of his mind, which are shadowed by his unsurpassed wit, put a wall in front of anyone trying to get close. David Letterman and Garrett Scharton’s sense of humor are comparable in two ways. David’s peachy, childish remarks surprise even the most intelligent of observers. He cracks jokes, plays pranks, and â€Å"clowns around,† to have fun. He makes people laugh to hear them have a good time. While Garrett, stings with words to keep people at a distance. David jokes around to have fun, while Garrett does it for protection. All throughout his life David performed sub-par academically compared to his older and younger sisters. His â€Å"C† average convinced him to lower his goal for going to Indiana State, and settle for Ball State. His less than professional training as a radio talk show host gave him a chance to find his own, special angle to look at news, politics, and daily life. He now gives a lot of credit for his successful career to Ball State. In 1985, to show his appreciation to Ball State, he funded a scholarship that is eligible for â€Å"C† students only.

Man and Nature in the Renaissance Essay

As the word Renaissance means â€Å"rebirth of knowledge,† Debus (1978) tries to examine how this knowledge, which is often scientific, originated. On his book â€Å"Man and Nature in the Renaissance,† Debus (1978) critically presents the history of scientific Renaissance that occurred from 1450 to 1650. Here, he narrates how humanism has influenced the development of two concrete areas of knowledge – medicine and science. He goes far on discussing and analyzing the impact of the works of some renowned Renaissance scholars such as Descartes, Galileo, Borelli, Boyle and Newton on the development of medicine and science. Moreover, Debus (1978) also presents the important role of philosophical concepts and religion on getting the attention and interest of many young scholars to continuously seek deeper knowledge. Specifically, Debus (1978) talks about the contribution of the traditional study of nature including alchemy, astrology and natural magic which paved the way to the recognition of mathematics as a concrete tool for the interpretation of nature. The mathematical knowledge was then propagated by Galileo. Generally, the book discusses the development of medicine and science from being unknown until it became a concrete knowledge that rooted from mere observation of nature and man’s activity. This knowledge, which originated in Western Europe, reached the world through the efforts of early scientists and philosophers who were seeking concrete explanation to the occurrence of different events around. Response and Analysis The present education system has gone far to teaching students about the many new knowledge, information and innovation relating to medicine and science. The medical and scientific curriculum mostly focused on explaining how these new knowledge and invention functions when applied to our practical ways of living. However, only few studies had devoted time to critically discuss the origins of this important knowledge in detail. Debus’ work tries to fill this thirst for knowledge for he was able to discuss and analyze the root of medicine and science before these two fields claim acceptance from the early education system. Renaissance is one of the very important periods in our history. During this time many developments had occurred and many branches of knowledge were unearthed. Indeed, before the Renaissance period, people used to believe about the power and influence of natural magic, occult, alchemy and astrology (Debus, 1978). These â€Å"branches of knowledge† are even included in their education curriculum from elementary to university level. Their attempts to understand the nature are generally expressed in almost all school subjects which are repeatedly being studied by scholars without arriving to a more concrete explanation. In fact, most scholars preferred Aristotelian’s studies about the moral and physical improvement of man rather than seeking ways to logically and scholastically dispute the traditional higher learning. They had focused more on the improvement of elementary education rather than the development of knowledge at university education. Vittorino da Felte, a humanist, even built a school that would enhance children’s sports and military skills where most subjects are traditional and plainly about grammar, history, rhetoric and logic (Debus, 1978). Thus early students received a course of learning that was only related to nature. Mathematics and science were not given importance to early students’ learning. Yet, if this kind of education has continued to flourish until today, we would not be able to survive the tests of nature. Progressively, the call to justify the pursuit of natural magic has introduced ways to the new investigation of nature through fresh observational evidence. Galileo pioneered the importance of mathematics in understanding and interpreting the nature which then contradicts traditional Aristotelian search for causes. Later, this act was pursued by many Renaissance scholars. Technology became an important tool to the dissemination of new branches of knowledge divorced from traditional naturalistic studies. For example, through the invention of printing press, the quest for a new and concrete knowledge gained popularity among early scholars. In addition, having the works of scholars, who then regarded themselves as scientist, published in vernacular through religious pamphlets resulted to acceptance since this approach was nationalistic. Thus the investigation for new higher learning became widespread. The development of medicine and science as fields of knowledge broke the monopoly of studying the past and the nature per se. More to this, many artisans and scientists became interested on inventing tools that require scientific application. This then implied revolt against the traditional authority of the ancient since most ancient studies of nature were detached from processed being utilized by workmen (Debus, 1978). Indeed, since man naturally posses a thirst for knowledge and has the tendency to seek perfection this then explains how improvement and development take into places. The search for concrete knowledge encourages early scholars to deviate to traditional studies of nature thus embracing the new concept of science, mathematics and medicine. Lastly, another characteristic of the Renaissance’s period of scientific and medical development was the growing reliance on observation and experiment as a carefully planned test of theory (Debus, 1978). Most Renaissance scholars have utilized the existence of Aristotelian studies in order to develop a more evidence-based study. Through the continuous effort to concretely explain the nature, early beliefs on magic, astrology and alchemy became unacceptable knowledge and were replaced by scientific and medical knowledge through the employment of evidence-based studies. Yet, whatever imperfections antiquity has impacted on the early people, we should not disregard the important role ancient studies have played to the development of new branches of knowledge. In general, Debus (1978) was able to present historically and academically the origin and the development of science and medicine as new fields of knowledge on a way that readers could easily relate since he imparted the works of some renowned Renaissance scientists who until now are being studied in every school and university due to their important contributions in our society. In conclusion, the impact of naturalism or humanism on the development of sciences, the scholars’ search for a new method of science and the continued debates between the proponents of a â€Å"mystical-occult world view† and those who believe in mathematical-observation approach to nature have paved way to the development of science and medicine which presently are regarded as important field of knowledge (Debus, 1978). However, to be able to fully understand these fields of knowledge we, as present scholars, must be able to comprehend how this knowledge started and developed over time. In addition, the early beliefs on humanism and the high value imparted on the study of nature were indeed helpful to the development of many studies and new knowledge that we have today. Studying the historical Renaissance period is also important because during this period there are many important developments that occurred which are helpful on explaining present events and knowledge that we have.

Analysing A Contract Of Affreightment Engineering Essay

This is Scenario where we have to analyse one-year Contract of Affreightment ( COA ) to provide 1,750,000 metric tons of Fe ore to the Isdemir Fe & A ; steel work, Turkey. COA contract where ship proprietor agrees to transport a series of lading packages for a fixed monetary value per ton ( Stop Ford M, 2009, pg.183 ) or it is an understanding between an proprietor and a charterer to transport a given measure of lading or measure as required by the charterer during a given period of clip. The proprietor is free to make up one's mind which vas he will utilize. As Operation director of Company we have to happen out whether to offer for this contract or non. In the contract two burden ports are Ponda district attorney Madeira ( Brazil ) for 810,000 metric tons and East intercourse Is, Dampier ( Australia ) for 940,000 Fe ore. Based on the appraisal, Manager has to happen the low Time charter rate by best possible operation of the majority bearer. For happening Time charter tantamount value we have to see several factors sand traps, port charges, canal dues. Stowage factor for Fe ore is 0.40 M3 per metric ton. All Cargo holds are of equal volume and surrogate holds 2, 4, 6 & A ; 8 are empty. In this scenario port charges for Isdemir and Ponta da Madeira is given. Dampier port cost to be calculated merely sing port dues and navigation merely. Ship sand trap is to be planned one time in a unit of ammunition ocean trip. It is to be taken wherever monetary value is cheaper. Current market value is attached in appendix. Now, I will discourse the each inquiry in item one by one as follows.Undertaking 1:Calculate the maximal measure of Fe ore that can be carried from each lading port, based on the ship ‘s design bill of exchange deadweight, and the ship ‘s clasp use For the computation of Maximum measure of Fe that ship can transport depends on the deadweight of the ship. Deadweight is normally denotes Ship transporting capacity in metric tons.Deadweight includes weight of Fuel, shops, H2O, changeless which required onboard ship. Deadweight of this majority bearer is given as 137,000 metric tons Dwt of ship =137,000t Changeless = 500t Fresh H2O = 300t Since Constant and Fresh H2O required all the clip on-board ship. So, we subtract it from ship transporting capacity. Now, Ship can transport = 136, 200t This value besides includes the Fuel weight for one unit of ammunition ocean tripRound ocean trip ponta district attorney Madeira ( Brazil ) -Isdemir ( Meleagris gallopavo ) -ponta da Madeira ( Brazil ) :Sea Distance between Isdemir- ponta district attorney Madeira = 5201 nanometer ( via Gibraltar ) ( Please refer to http: //e-ships.net/dist.htm viewed on 24th Sep. 2010 ) Round the ocean trip distance = 10,402 nanometer Ship speed= 14.2 — — — — ( Given ) Entire Sea clip required cover above distance = 30.5 yearss Sing 10 % possible delay's= 33.6 yearss — — — — — ( 1 )Port TimeHarmonizing to the Appendices 1 & A ; 2 of the contract loading/Discharging rate shall be 40,000 W.M.T ( Wet Metric Tonnes ) per conditions working twenty-four hours. If we consider ladings that ship can transport with changeless and fresh Water = 136, 200t — — — — — – ( 3 ) Loading rate at Ponda district attorney Madeira = 40,000 w.m.t. Approximate laytime in port Ponda district attorney Madeira = 3.05 yearss Dispatching rate at Isdemir = 40,000 w.m.t Approximate Laytime in Isdemir = 3.05 yearss Entire clip in ports = 6.1 yearss Sing 10 % possible hold ‘s = 6.7 yearss — — — — — — – ( 2 ) From ( 1 ) and ( 2 ) Entire figure of yearss for one ocean trip = 40.3 yearss As chief engine fuel ingestion is 42.4t of IFO per twenty-four hours at MCR and 10t of MDO per twenty-four hours at sea and in port. IFO required for 33.6 yearss = 1424 T — — — — — — — — — — – ( 1a ) MDO required for 33.6 yearss = 336 T — — — — — — — — ( 2a ) MDO required in port for 6.7 yearss = 67 T — — — — — – ( 2c ) Entire Tonnes of fuel Required =1826 T — — — — — — — — — — — — — – ( 4 ) From ( 3 ) & A ; ( 4 )Now, Maximum Fe ore that Ship can transport for this routes = 134, 374t( B ) Round ocean trip Dampeir ( Australia ) — Isdemir ( Meleagris gallopavo ) — Dampier ( Australia )Sea TimeSea Distance between Isdemir- Dampeir ( Australia ) = 6479nm ( via Suez ) ( Please refer to http: //e-ships.net/dist.htm viewed on 24th Sep. 2010 ) Round the ocean trip distance = 12,958 nanometer Ship speed = 14.2 — — — — ( Given ) Entire Sea clip required cover above distance = 3 8.0 yearss Sing 10 % possible hold ‘s = 41.8 yearss — — — — — ( 5 )Port TimeHarmonizing to the Appendices 1 & A ; 2 of the contract loading/Discharging rate shall be 40,000 W.M.T ( Wet Metric Tonnes ) per conditions working twenty-four hours. If we consider ladings that ship can transport with changeless and fresh Water = 136, 200t Loading rate at Dampier = 40,000 w.m.t. Approximate laytime in port Dampier = 3.05 twenty-four hours Dispatching rate at Isdemir = 40,000 w.m.t Approximate Laytime in Isdemir = 3.05 yearss Entire clip in ports = 6.1 yearss Sing 10 % possible hold ‘s = 6.7 yearss — — — — — — – ( 6 ) From ( 5 ) and ( 6 ) Entire no of yearss for one ocean trip = 48.5 yearss Entire Requirement of Fuel for One Round Ocean trip: At Sea: As chief engine fuel ingestion is 42.4t of IFO per twenty-four hours at MCR and 10t of MDO per twenty-four hours at sea and in port. IFO required for 41.8 yearss = 1424 T — — — — — — — — — — — — ( 7a ) MDO required for 41.8 yearss = 336 T — — — — — — — — — — — — — ( 7b ) MDO required in port for 6.7 yearss = 67 T — — — — — — — — — — — — — — ( 7c ) Entire Tonnes of fuel Required =2,258 T — — — — — — — — — — — — — — — — — — — — ( 7 ) From ( 3 ) & A ; ( 7 )Now, Maximum Fe ore that Ship can transport for this routes = 133, 942tUndertaking 2:Calculate the cost per metric ton of lading from each lading port to Isdemir. The circular ocean trip costs per metric tons are required for and ‘up and running ‘ service, get downing at the burden ports. For the computation of Cost per tones in each ocean trip we have to happen out cost incurred by port operation, fuel use, canal theodolite, running the vas. On the footing of Voyage cost, running cost and lading carried by ship we can happen the Cost per metric ton. Now we will happen Voyage cost and running cost based on given informations and consequences of inquiry 1.( a ) Ponda district attorney Madeira -Isdemir-Ponda district attorney Madeira:We will happen the Fuel cost foremost. We know Entire tones of IFO and MDO required for one unit of ammunition ocean trip From ( 1a ) , ( 2b ) & A ; ( 2c ) Entire tones of IFO required = 1424 T Entire tones of MDO required =403 T IFO= $ 435 /tones MDO= $ 640 /tones ( Please refer hypertext transfer protocol: //www.bunkerworld.com viewed on 24th Sep.2010 ) Cost for 1424 T of IFO = $ 619, 440 Cost for 403 T of MDO = $ 257, 920 Entire fuel cost = $ 877, 360 — — — — — — — — — — ( 8 )Port Cost:Port cost given for these two ports are as follows: Ponda district attorney Madeira ( Brazil ) = $ 45,000 Isdemir ( Turkey ) = $ 35,000 Entire port cost = $ 80,000 — — — — — — — — — — – ( 9 ) On this path at that place will non be any canal dues as vas will sail via GIBRALTAR, so there is no canal cost on this path. There is no CANAL DUES So, from ( 8 ) & A ; ( 9 ) Ocean trip Cost = $ 957, 360 — — — — — — — — — — — — — — — – ( 10 ) Runing Cost: AS Ship running cost given as $ 6000 per twenty-four hours which include rewards of crew, care of ship, shop, insurance, disposal etc. From ( 1 ) & A ; ( 2 ) entire no of yearss for one unit of ammunition ocean trip = 40.3 yearss Runing cost for 40.3 yearss = $ 241,553 — — — — — — – ( 11 ) From ( 10 ) & A ; ( 11 ) Run COST + VOYAGE COST = $ 1, 19 8,193 — — — — — — — — — — — — — — – ( 12 ) Now from ( 3 ) & A ; ( 4 ) Maximum lading that ship can transport = 134, 374t — — — — — — — — — — — — — ( 13 ) So, from ( 12 ) & A ; ( 13 ) We have entire ocean trip cost, running cost and lading that ship can transport for unit of ammunition the ocean trip.Cost per metric ton = $ 8.91( B ) Ocean trip Dampier ( Australia ) -Isdemir ( Turkey ) – Dampier ( Australia ) :Fuel Cost: From the ( 7a ) , ( 7b ) , ( 7c ) we can easy happen the entire measure of IFO and MDO required for one unit of ammunition Ocean trip Entire tones of IFO needed =1773 T Entire tones of MDO needed=485t Taking market mean sand trap monetary value as follows ; IFO= $ 435 /tones MDO= $ 640 /tones ( Please refer hypertext transfer protocol: //www.bunkerworld.com viewed on 24th Sep.2010 ) Entire cost for 1773t of IFO = $ 771, 255 Entire cost for 485 T of MDO= $ 310, 400 Entire fuel cost = $ 1081655 — — — — — — — — — — — ( 14 ) PORT Cost: Port cost for Isdemir ( Turkey ) = $ 35,000 — — — — — — — — — — — — ( given ) Port cost Dampier is to be calculated on the sing port dues and navigation charges merely. We can entree agenda charges by Dampier port authorization by sing following site which is besides attached in appendix and mentioned in mentions. ( hypertext transfer protocol: //www.dpa.wa.gov.au/Port-Facilities/Schedule-of-DPA-Charges.aspx/ HYPERLINK â€Å" hypertext transfer protocol: //www.dpa.wa.gov.au/Port-Facilities/Schedule-of-DPA-Charges.aspx/ Access on Sep. 24 † Entree on Sep. 24, 2010 ) As GT of ship is given 73,999t Port due charges are to be calculated=0.1916/tonnes Port dues will be= $ 14178.20 — — — — — — — — — — — — — — — ( 15 ) We will non see Lay-up fee as vas has order does n't necessitate to be at ground tackle Navigation CAHRGES ; For the vas entrance and going from the port greater than 10,000 GRT the navigation charges are $ 8,846.64 for both ways. We will besides see the navigation Exemption fee $ 810. So, Entire navigation charges would be = $ 9656.64 — — — — — — — — — — — ( 16 ) From ( 15 ) & A ; ( 16 ) Port cost at Dampier = $ 23, 834 — — — — — — — — — — — — — — — — — — — ( 17 ) So when calculate the Port cost for Isdemir ( Turkey ) with Port cost at Dampier Entire port cost round the ocean trip = $ 58834 — — — — — — — — — — — — – ( 18 )Canal Cost:On this routes vas would be go throughing through Suez Canal, so we have to happen the Toll charges by canal authorization on both manner that is with loaded ship and ballast ship. Suez Canal net tunnage ( SCNT ) =67,109t ( Mentioning hypertext transfer protocol: //www.suezcanal.gov.eg/calc.aspx Access on Sep. 24th 2010 ) On this official site of Suez Canal 1 can happen approximative toll charges per theodolite based on SCNT. These are as follows: Dampier – Isdemier ( loaded ship ) = $ 151, 995, Isdemier – Dampier ( ballast ship ) = $ 129, 288 These values are calculated with the aid of official Suez Canal site which attach in appendix of this study. Entire cost Canal dues round the voyages= $ 281283 — — — — — — — — — – ( 19 ) From ( 14 ) , ( 18 ) , ( 19 ) .Voyage cost= $ 1, 421, 772 — — — — — — — — — — — — — ( 20 )Run Cost: Entire no of yearss for one unit of ammunition ocean trip =48.5 yearss As running cost per twenty-four hours for ship= $ 6000 — — — — – ( given ) Runing cost for ocean trip for 48.5 days= $ 291, 000 — — — — — — — — — — — — — – ( 21 ) Ocean trip cost + Running cost together will give entire disbursals for coveted figure of lading. From ( 20 ) & A ; ( 21 ) Ocean trip cost + Running cost= $ 1, 712, 722 — — — — — — — — — — — — — — — — – ( 22 ) Now, we have Voyage cost, running cost, Fe ore that ship can transport so we can happen out the Cost per unit. Maximum lading that ship can carry=134, 374t From ( 22 )Cost per metric ton = $ 12.75 — — — — — — — — — — — — — — — — — — — — — — – ( 23 )Undertaking 3Calculate the clip charter equivalent ( TCE ) for each path, presuming a COA cargo rate of $ 15 per metric ton ( antique Ponta da Madeira ) and $ 20 per metric ton ( ex Dampier ) ( include 3 % agent ‘s committee on the clip charter ) . Ponda district attorney Madeira -Isdemir-Ponda district attorney Madeira: Freight rate given for this Voyage is $ 15 per metric ton. If we consider that ship carries Maximum lading in a ocean trip. From ( 13 ) Maximum lading that ship can carry= 134, 374t Rate = $ 15per metric ton So, Entire cargo for 134, 374t of Fe ore = $ 2, 015, 610 gross — — — — — — — — — — — — – ( 24 ) This Gross value includes the 3 % agent committee, therefore subtracting that from gross value. Net cargo value = $ 1, 955, 142 cyberspace — — — — — — — — — — — — — — — — — — — — — — — — — — ( 25 ) Now, in order to happen out Time charter equivalent ( TCE ) that includes the ocean trip cost and does n't include the running cost. TCE is a standard industry step of the mean day-to-day gross public presentation of a vas. The TCE rate achieved on a given ocean trip is expressed in US $ /day and is by and large calculated by deducting ocean trip disbursals, including sand traps and port charges, from ocean trip gross which will give Gross ocean trip excess. Then spliting by entire no of yearss in ocean trip will give Gross day-to-day excess. From ( 10 ) & A ; ( 25 ) Gross Voyage surplus= $ 997, 782 Dividing this value by no of yearss in ocean trip will give us Gross day-to-day excess Entire no of yearss 40.3 yearss Gross day-to-day excess = $ 24, 758 Now, if we include 3 % agent committee so it will give usTime charter Equivalent = $ 742, 74 per twenty-four hours( B ) Ocean trip Dampier ( Australia ) -Isdemir ( Turkey ) – Dampier ( Australia ) :Freight rate for this ocean trip given is $ 20 per metric ton ; in the same we can happen the Time charter value for this path Maximum lading that ship can carry=133, 942t Rate= $ 20 per metric ton Freight earned in one unit of ammunition voyage= $ 267, 8840 gross Subtracting 3 % agent committee from above gross value = 259, 847, 5 — — — — — — — — – ( 26 ) Subtracting ocean trip disbursals from above will give us gross ocean trip excess From ( 20 ) & A ; ( 26 ) 1, 421, 772 Gross ocean trip excess value= $ 1, 176, 703 If we divide this by no of yearss in a ocean trip so it will give us Gross day-to-day excess = $ 24, 261 Adding 3 % agent committee to above will give us Time charter tantamount valueTime charter value= $ 7, 278, 3 per twenty-four hoursUndertaking 4Calculate the figure of the cargos needed to finish the entire Fe ore tunnages from each lading port and the ship velocities required for every bit spaced seafarings throughout the twelvemonth.( a ) Ponda district attorney Madeira -Isdemir-Ponda district attorney Madeira:Number of cargos needed on this path to finish the contract can establish on the footing of ship transporting capacity. On this path upper limit lading that ship can transport = 134, 374t Iron ore to transported through this path = 810,000t — — – ( Given ) If we divide Iron ore measure to the maximal lading that ship can transport, that will give us figure of cargos required to finish the contract. No of cargos = 7 Here, Ship requires seafaring of 7 times with laden lading and 6 times as ballast ship in order to finish the contract. Ship velocity on this path can be adjusted to 14.0 knots which will give 44 twenty-four hours ‘s unit of ammunition ocean trip seafaring. This manner, it can be 44 yearss of every bit spaced seafaring over about 295 yearss.( B ) Ocean trip Dampier ( Australia ) -Isdemir ( Turkey ) – Dampier ( Australia ) :Same manner, we can happen for this path excessively. Maximum lading that ship can carry=121102t Entire measure of Iron ore to be transported=940,000t Dividing measure of Fe ore by maximal lading that ship can transport will give us: No of shipments=8 In this instance ship is required to pass through Suez Canal 8 times with laden lading and 7 times as ballast ship for the completion of contract. So, canal dues are different for laden ship and ballast ship, hence to be considered carefully. Ship velocity on this path can be adjusted to 14.1 knots with laden lading and 14.2 knots with ballast ship which will give 52 yearss of circular ocean trip seafaring. So, each ocean trip could be of every bit separated 52 yearss. On this path, at least one cargo required to be completed by another ship which could be the ship on Ponda district attorney Madeira path. . If 52 yearss round ocean trip seafaring is to be considered with one ship, it will take about 395 yearss which is beyond the contracted period. Initially, one ship can get down the lading work on this path and subsequently, can be joined by ship which will run on the Ponda district attorney Madeira path. Entire 2 ships will be required for completion of needed tunnage of Fe ore and contract.Undertaking 5Sum up the bearer ‘s contractual duties in respects of: A A A A a ) Requirements for ships on the contract A A A A B ) Nominating ships for each cargo A A A A degree Celsius ) Keeping the loading ballad can schedule and effects for non A A A A vitamin D ) Delays and divergences en path A A A A vitamin E ) Presentment on reaching at burden and discharge ports. This is contract issued by General board of directors of ISDEMIR for pellets, ball and all right Fe ore. Duration of the contract is clearly mentioned in the contract. Quantity tunnage allowance is given as A ±10 % to be considered for reasoning the contract between ISDEMIR and Carrier. There are several issue which may impact the services over the period of clip. It may be type of vas, cargo, punishment, cargo rate, payment, and 3rd party engagement, cancellation of contract, force majeure, and public presentation bond. This issue can be discussed in summarized signifier as below: Requirement for ships on the contract: Carrier has to utilize the ship which he enlisted in his offer or any change should be done with permission of ISDEMIR and marketer. If ship is of foreign flag so it will requires blessing of Import section. Ship should non be of south Cyprus flag in any instance. Ship has to be with clean holds and ready for lading in all facets. Ship ‘s lading clasp hatches should be certified for H2O stringency by categorization of society. Vessel should hold P & A ; I club insurance to cover the charter period. Concluding demand for ship is that it should hold category throughout the contractual period certified by categorization of society. Nominating ship for each cargo Nomination of vessel shall take topographic point 20 yearss prior to commencement day of the month of lading laycan. In failure to make so ISDEMIR has wholly right to impact the conveyance on the footing of name and history of bearer. All the right to sing cancellation of day of the month of ballad yearss is reserved by ISDEMIR, Carrier has agreed to revised ballad yearss. Loading laycan agenda has to be agreed by three party ISDEMIR, marketer and bearer. Loading laycan agreed upon by ISDEMIR and bearer before contract should non divert. However, if bearer request change of lading laycan so ISDEMIR will hold all right to accept or reject it. It will be treated as without lading laycan even if it is approved by ISDEMIR. The full demurrage claim by marketer which may originate due to change in lading laycan agenda shall be borne bearer. If ISDEMIR rejects the change so bearer has to follow original laycan otherwise it may take heavy punishment, cancellation of contract. It is discussed in following subdivision. Keeping the loading laycan agenda and effects for non Loading laycan factor is really of import in this contract as it is involved with keeping agenda, change of vas, or any hold which may impact agenda of peculiar vas. Any hold which is caused by vas without informing ISDEMIR may ensue in terrible punishment or expiration of contract. All the losingss, amendss or any claim by marketer should be borne by bearer under this status irrespective of original laycan. If the burden laycan is affected except the force majeure, bearer will be apt to pay USD $ 3,000 for each twenty-four hours up to 5 yearss, from 5th twenty-four hours onwards he will pay US $ 6,000 per twenty-four hours. If the hold period exceeds 15 yearss ISDEMIR has right to call off the contract. ISDEMIR has the right to acquire the same conveyance trade done by another ship-owner/charterer. If loading laycan agenda is effected by force majeure event so vas will non invalidate any liabilities due to this. Any hold should non transcend more than 15 yearss otherwise ISDEMIR wil l hold all right and same trade may be fulfilled by same bearer or another ship-owner/charterer. Any hold occurred should be approved by ISDEMIR and invariably reported to them otherwise once more bearer will be apt for all losingss, amendss and claims. Delaies and divergences en path Any hold which will happen during the contract period excepting force majeure event apt for punishment if it is non approved by ISDEMIR. Carrier should do certain that any alteration in lading laycan reported to ISDEMIR punctually approved. In any instance hold period should non transcend 15 yearss if this happens ISDEMIR will hold all right to take any action which they think appropriate. If the hold occurred at lading port bearer shall be apt to pay US $ 5,000 per twenty-four hours and US $ 10,000 per twenty-four hours after 10th twenty-four hours. In the contract under General term subdivision 12 it is clearly mentioned that divergence from direct path should non happen except for the fuel replenishment or force majeure without ISDEMIR blessing. Once vas is loaded it should direct canvas to droping port without naming any port. Presentment of reaching at burden and discharge ports Carrier or shipmaster has to give the definite ETA and tunnage to be loaded. Vessel geting at lading port should give the verification to ISDEMIR, marketer of 10 yearss, 7days, 48 hour, 24 hour prior reaching to lading port. In instance of dispatching port it has to follow same process that is inform marketer and ISDEMIR, sum loaded unequivocal ETA for ISDEMIR port prior 10 yearss, 7days,48 hour and 24 hour. All the presentment or preparedness at burden port should be received during weekdays Monday-Friday between 08:00 to 17:00 hour and on Saturday between 09:00 to 13:00 hours. Any notice after 13:00 hours on Saturday shall be count as 08:00 hours of following on the job twenty-four hours. Notice of preparedness can be tendered mundane between 08:00 to 17:00 hours and any notice after this clip will considered at 08:00 hours of following twenty-four hours. Laytime will be counted after 24 hours of tendering and credence of the notice of preparedness.Undertaking 6Sum up your reserve sing costs and gross, finishing the cargos to agenda and the suitableness of the ships for the COA. Recommend, with ground, whether the company should or should non subject a command for this contract, based on current cargo market conditions and any other relevant considerations. The contract invites freight offers $ 15 per metric ton ( antique Ponda da Madeira ) and $ 20 per metric ton ( ex Dampier ) for the 810,000 and 940,000 tunnage of Fe ore severally. In the ocean trip appraisal cost per metric ton for antique pool district attorney Madeira and ex Dampier comes $ 10.57 and $ 16.65 severally ( delight see the excel sheet ) . Gross ocean trip excess for antique Ponda district attorney Madeira path is $ 748,623 and gross day-to-day excess is $ 16,983 per twenty-four hours whereas Gross ocean trip excess on ex Dampier path is $ 644,958 and gross day-to-day excess is $ 12,412 per twenty-four hours. Now, if Net ocean trip excess to be discussed on ex Ponda district attorney Madeira path once more it gives really sound figure with $ 484,138 while on ex Dampier path it is $ 333,175.The net day-to-day excess on antique Ponda district attorney Madeira path is $ 10,983 per twenty-four hours and on the ex Dampier path it is $ 6,412 per twenty-four hours ( delight s ee excel sheet ) Here, this is clear that antique Ponda district attorney Madeira path is more profitable asnet day-to-day excess on this path higher than ex Dampier path. Ex Ponda district attorney Madeira path more money generating and can be easy completed with every bit spaced seafaring over the contract period. Cargos required on the both the path ex Ponda district attorney Madeira and ex Dampier path are 7 and 8. On the ex Ponda district attorney Madeira path it will take 295 yearss with 44 yearss every bit spaced sailing which can be easy fulfilled. On the other manus, on the ex Dampier path it will take 395 yearss complete the contract with one ship. So, it is required to hold one cargo acquire done with another ship. This could be the ship which runs on ex Ponda da path. The ship which will run on the ex Ponda district attorney Madeira path will hold adequate clip to finish the needed tunnage of Fe ore hence can be easy do one cargo on the ex Dampier path. Capsize ship will be most suited for this contract as they can easy raise the over 100,000 metric tons of lading. Capsize ship