As discussed in the previous article, life raft has an advantage over life boat as they are easy to launch and during emergencies, the life raft inflates itself automatically as soon as it comes in contact with seawater. In this article, we will discuss the life raft release system and launching procedure.
The life raft HRU plays an important role when it comes to saving a life during an abandon ship situation. SOLAS 74 clearly specify the requirements for construction and positioning of the HRU at the life raft.
life raft launching procedure pdf download
The vessel I am working on has the life rafts mounted on cradles that are designed to tip out with extensions that allow the raft to clear the side of the vessel when launched.The USCG insists we have launching instructions posted that show this procedure.All the info I can find show lifting the raft and throwing it over.I am trying to find a supplier for stick on instructions to satisfy the the USCG, any help would be great.Thanks, Grady
There should have a weak link that does not depend on the hydrostatic pressure. This is useful if the ship is abandon during a fire onboard and the knife in the liferaft is accidentally drop due to panic, the weak link should be able to release the raft from the ship if cutting by liferaft knife is not possible
Novel, advanced game techniques provide us with new possibilities to mimic a complicated training process, with the added benefit of enhanced safety. In this paper, we design and implement a 3D game with the support of virtual reality equipment which imitates the process of a lifeboat launch, involving both tractor manoeuvres and boat operations. It is a complex but vital process which can save lives at sea but also has many potential hazards. The primary objective of the game is to allow novices to better understand the sequence of the operations and manage the potential risks which may occur during the launch process. Additionally, the game has been promoted to the general public for educational purposes and to raise awareness of the safety issues involved. The key modules of the game are designed based on physical simulations to give the players enhanced plausible cognition and enjoyable interaction. We conducted two case studies for the two purposes of the games: one for training with volunteers without launching experience and the other for public awareness of the potential hazards with young children. The game is proven to be very promising for future professional training, and it serves the educational purpose of awareness of the safety issues for general public while being entertaining.
Two out of three people in the UK will have seaside activities at least once a year. Every year around 7000 of them will face serious difficulties. Lifeboat volunteers are highly trained for lifesaving, and they are ready to respond to any emergency at sea 24 h a day (RNLI 2017a). These rescues normally involve lifeboat launching which becomes such a vital problem. However, to the best of our knowledge, this is the best paper of a lifeboat launch simulator for training purposes.
Traditionally, the training procedure for novices is to have them read the instructional manuals and then practice in a real launch scenario. However, there are almost always risks for inexperienced operators in those situations. Studying a manual of a complicated operation process can be hard for beginners to understand, especially when the process involves multiple operators with different roles. The emergence of game and virtual reality (VR) techniques (Brooks 1999; Burdea and Coiffet 2003; Shermann and Craig 2003) provides us with a new and effective platform to simulate the launch process which can then be used for training, while avoiding the associated risks. In this paper, we develop conceptual and technical approaches to build a 3D game prototype for a lifeboat launch simulator.
In order to demonstrate the feasibility of our design, we implement a prototype system using Unity with C#. The implementation of the game follows on physical laws, which enhances the user experience during the game playing by giving lifelike feedbacks of the manoeuvering. The players stated that the realistic physics allows them to understand and operate the lifeboat launching more easily.
Participants in Group One were instructed to play our game with a textual instructional manual for lifeboat launching, while participants in Group Two only studied the same textual manual without playing the game. The content of the manual is similar to the process described in Sec. 3.2 (12-step process). The game is closely designed based on the manual. Therefore, the game and the manual are actually conveying the same information, but in different formats. This maintains the fairness of the comparison since Group One is not getting extra more information than Group Two. Both groups were given the same time to review the manual or play the game. Since none of the volunteers has the experience of lifeboat launching, we found 30 min to be a fair amount time for them to go through the whole process. An interesting discovery was found that, for Group One, volunteers tend to spend most of the time playing the game and only take the manual as a reference when they are not clear about the next step, while for Group Two, volunteers have to hold the manual to try to understand the launching process. Afterwards, we tested their familiarity with the lifeboat launch process by giving the participants an unordered list of the launch operations. The participants were asked to reorder them in a limited time. The participants were tested with 5 trials, each with the same time limit. The average accuracy of each group for each time limit is shown in Fig. 13.
We also did another experiment with the same participants of Group Two to gain more information about the performance of the players. All of the participants were asked to play the game for 8 trials within a limited time (5 min). We tracked the average score each time. The results are plotted in Fig. 14. We found that the performance improved rapidly and players were able to avoid more potential hazards by practising. The players gave the credit of the performance improvement to the immersion of the game brought by the realistic physics of the game. The players were given the question of How do you feel about the game? Are these operations during the game intuitive? One of the player mentioned that the physical-corrected operation makes the game more realistic. Another one said the tractor drives in different speeds on different terrains, such as on slopes, that's really fun and I guess it gives the real-life feeling. Remembering the launching process and understanding the potential hazards is the first step into the real-life launching tasks. The game successfully turned a boring manual into a fun learning experience.
Reordering the launching process, though is far from enough knowledge to take real-life launching tasks, is a sensible and simple way to extract from a real-life task to a fun game. For the professional training purposes, the game still needs further development. 2ff7e9595c
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