Particularly Sensitive Sea Areas
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Particularly Sensitive Sea Areas (PSSA) A Particularly Sensitive Sea Area (PSSA) is an area that needs special protection through action by the IMO because of its significance for recognized ecological or socio-economic or scientific reasons, and which may be vulnerable to damage by international maritime activities. For Bachelor of Science in Marine Transportation and Marine Engineering
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Particularly Sensitive Sea Areas
- 2. 2 Intended Learning Outcomes 1. Define Particularly Sensitive Sea Areas (PSSA). 2. List of Particularly Sensitive Sea Areas (PSSA). 3. Criteria of being Particularly Sensitive Sea Areas (PSSA). • Ecological Criteria, Social, cultural and economic criteria, Scientific and Educational Criteria. 4. Ships routeing measures to protect PSSAs.
- 3. 3 These are areas that need special protection through action by the International Maritime Organisation (IMO) because of their significance for recognized ecological, socio-economic or scientific reasons where such attributes may be vulnerable to damage by international maritime activities. Introduction to PSSA Particularly Sensitive Sea Areas
- 4. 4 Guidelines on designating a "particularly sensitive sea area" (PSSA) are contained in resolution A.982(24) Revised guidelines for the identification and designation of Particularly Sensitive Sea Areas (PSSAs). Introduction to PSSA Particularly Sensitive Sea Areas
- 5. 5 When an area is approved as a particularly sensitive sea area, specific measures can be used to control the maritime activities in that area, such as routeing measures, strict application of MARPOL discharge and equipment requirements for ships, such as oil tankers; and installation of Vessel Traffic Services (VTS). Introduction to PSSA Particularly Sensitive Sea Areas
- 6. 6 A PSSA can be protected by ships routing measures – such as an area to be avoided: an area within defined limits in which either navigation is particularly hazardous or it is exceptionally important to avoid casualties and which should be avoided by all ships, or by certain classes of ships. Ships routeing measures to protect PSSAs Particularly Sensitive Sea Areas
- 7. 7 The principle underlying Annex I are minimizing the generation of oil water mixture; separating oil from water where mixtures and cannot be avoided carrying oil in spaces, protected from direct impact by stranding or collision; instituting special areas and prohibited coastal zones; setting limits on quantities which may be discharge harmless. Annex I to Protect PSSA
- 8. 8 • The Gulf area • The Gulf Aden Area • The Mediterranean Sea • The Black Sea • The Baltic Sea • The Antarctic area • The Oman Sea PSSA under Annex 1
- 9. 9 Annex II contains requirements applicable to ships carrying noxious liquid substances (NLS) in bulk. These requirements deal with categorizing NLS; discharging of NLS residues or mixtures; pumping, piping and unloading arrangements; reception facilities; unloading procedures, including efficient stripping and tank washing. Annex II to Protect PSSA
- 10. 10 • Antarctic area PSSA under Annex II
- 11. 11 The IMDG was first adopted by IMO in 1965 and lists hundreds of specific dangerous goods together with detailed advice on storage, packaging and transportation. The amendments extending the Code to cover marine pollutants, which entered into force in 1991, added the identifier “marine pollutant” to all substances classed as such. Annex III to Protect PSSA
- 12. 12 Raw sewage discharged in restricted water will eventually overwhelm the self purification ability of the limited quantity of water. In a closed dock the effects of pollution can be clearly seen from the black sludgy water. It is the priority of Prevention of Pollution by sewage from ships (Annex IV) Annex IV to Protect PSSA
- 13. 13 • Baltic Sea PSSA under Annex IV
- 14. 14 MARPOL Annex V (Regulations for the Prevention of Pollution by Garbage from Ships) came into force on 31 December 1988. It specifies the distances from land in which materials may be disposed of and subdivides different types of garbage and marine debris. The requirements are much stricter in a number of "special areas" but perhaps the most prominent part of the Annex is the complete ban of dumping plastic into the ocean. Annex V to Protect PSSA
- 15. 15 • Mediterranean Sea • Baltic Sea • Black Sea • Red Sea • Gulf Area • North Sea • Antarctic area • Caribbean Sea PSSA under Annex V
- 16. 16 MARPOL Annex VI came into force on 19 May 2005. It introduces requirements to regulate the air pollution being emitted by ships, including the emission of ozone- depleting substances, Nitrogen Oxides (NOx), Sulphur Oxides (SOx), Volatile Organic Compounds (VOCs) and shipboard incineration. It also establishes requirements for reception facilities for wastes from exhaust gas cleaning systems, incinerators, fuel oil quality, for off- shore platforms and drilling rigs and for the establishment of SOx Emission Control Areas (SECAs). Annex VI to Protect PSSA
- 17. 17 • Baltic Sea • North Sea • US waters • Caribbean Sea PSSA under Annex VI
- 18. 18 Ecological criteria1 Social, cultural and economic criteria2 Scientific and educational criteria3 Criteria of being a PSSA
- 19. 19 An area or ecosystem is unique if it is “the only one of its kind”. Uniqueness An area where ecological processes are highly dependent on biotically structured systems. Dependency A sea area that may be essential for the survival, function, or recovery of fish stocks or rare or endangered marine species, or for the support of large marine ecosystems. Critical Habitat Ecological Criteria
- 20. 20 An area that has a particularly high rate of natural biological production. Productivity An area that may have an exceptional variety of species or genetic diversity orincludes highly varied ecosystems, habitats, and communities. Diversity An area that is an outstanding and illustrative example of specific biodiversity, ecosystems, ecological or physiographic processes, or community or habitat types or other natural characteristics. Representativeness Ecological Criteria (cont…)
- 21. 21 An area that has experienced a relative lack of human- induced disturbance or degradation. Naturalness An area that is a biologically functional unit, an effective, self-sustaining ecological entity. Integrity An area that either contains rare biogeographic qualities or is representative of a biogeographic “type” or types, or contains unique or unusual biological, chemical, physical, or geological features. Bio-geographic importance Ecological Criteria (cont…)
- 22. 22 An area that is highly susceptible to degradation by natural events or by the activities of people. Fragility An area that may be a critical spawning or breeding ground or nursery area for marine species which may spend the rest of their life-cycle elsewhere, or is recognized as migratory routes for fish, reptiles, birds, mammals, or invertebrates. Spawning or breeding grounds Ecological Criteria (cont…)
- 23. 23 An area where the environmental quality and the use of living marine resources are of particular social or economic importance, including fishing, recreation, tourism, and the livelihoods of people who depend on access to the area. Social or economic dependency An area that is of particular importance for the support of traditional subsistence or food production activities or for the protection of the cultural resources of the local human populations. Human dependency An area that is of particular importance because of the presence of significant historical and archaeological sites. Cultural heritage Social, cultural and economic criteria
- 24. 24 Scientific and Educational Criteria 01 02 03 Research – An area that has high scientific interest. Baseline for monitoring studies – An area that provides suitable baseline conditions with regard to biota or environmental characteristics. Education – An area that offers an exceptional opportunity to demonstrate particular natural phenomena.
- 25. 25 List of Particularly Sensitive Sea Areas
- 26. 26 Malpelo Island, Colombia 2002 The Great Barrier Reef, Australia 1990 The Sabana- Camagüey Archipelago in Cuba 1997 The sea around the Florida Keys, United States 2002 02 Resources 01 Brochure 04 Social Media 03 Financial
- 27. 27 Western European Waters 2004 The Wadden Sea, Denmark, Germany, Netherlands 2002 Paracas National Reserve, Peru 2003 Extension of the existing Great Barrier Reef PSSA to include the Torres Strait 2005 02 Resources 01 Brochure 04 Social Media 03 Financial
- 28. 28 The Baltic Sea area 2005 Canary Islands, Spain 2005 The Galapagos Archipelago, Ecuador 2005 The Papahānaumokuāke a Marine National Monument, United States 2007 02 Resources 01 Brochure 04 Social Media 03 Financial
- 29. 29 Extension of Great Barrier Reef to encompass the south-west part of the Coral Sea 2015 The Strait of Bonifacio, France and Italy 2011 The Saba Bank, in the North-eastern Caribbean area of the Kingdom of the Netherlands 2012 The Jomard Entrance, Papua New Guinea 2016 02 Resources 01 Brochure 04 Social Media 03 Financial
- 30. 30 Tubbataha Reefs Natural Park, the Sulu Sea, Philippines (2017)
- 31. 31 THE END
Editor's Notes
- Memory is at the centre of human living, progress and activities. Without memory, we can not remember; we can not think; we cannot learn; and we cannot solve problems. We would not be able to know danger and run away from it. We would not be able to invent Science and Technology. We would be completely blank. It would then mean that the individual would be experiencing afresh the same thing over and over again. It would be like trying to fill a bottomless pit. But with memory, we are able to store away useful information and recall them when needed. We can think and solve problems. We are able to learn, store what we have learnt and recall it for use whenever necessary. There is a two-way relationship between learning and memory. If information acquired from learning is not stored in the memory, it will be lost and so we would be unable to recall it. On the other hand, the information we have already stored in our memory, influences our new learning. To be effective, a teacher must acquaint himself with the way memory works. He must find out why children forget and be able to prevent it. He must consciously teach to promote effective storage of the material learnt by the students. This unit will therefore describe how memory works, the major reasons why we forget and the implications of these for learning and teaching.
- Memory is at the centre of human living, progress and activities. Without memory, we can not remember; we can not think; we cannot learn; and we cannot solve problems. We would not be able to know danger and run away from it. We would not be able to invent Science and Technology. We would be completely blank. It would then mean that the individual would be experiencing afresh the same thing over and over again. It would be like trying to fill a bottomless pit. But with memory, we are able to store away useful information and recall them when needed. We can think and solve problems. We are able to learn, store what we have learnt and recall it for use whenever necessary. There is a two-way relationship between learning and memory. If information acquired from learning is not stored in the memory, it will be lost and so we would be unable to recall it. On the other hand, the information we have already stored in our memory, influences our new learning. To be effective, a teacher must acquaint himself with the way memory works. He must find out why children forget and be able to prevent it. He must consciously teach to promote effective storage of the material learnt by the students. This unit will therefore describe how memory works, the major reasons why we forget and the implications of these for learning and teaching.
- Memory is at the centre of human living, progress and activities. Without memory, we can not remember; we can not think; we cannot learn; and we cannot solve problems. We would not be able to know danger and run away from it. We would not be able to invent Science and Technology. We would be completely blank. It would then mean that the individual would be experiencing afresh the same thing over and over again. It would be like trying to fill a bottomless pit. But with memory, we are able to store away useful information and recall them when needed. We can think and solve problems. We are able to learn, store what we have learnt and recall it for use whenever necessary. There is a two-way relationship between learning and memory. If information acquired from learning is not stored in the memory, it will be lost and so we would be unable to recall it. On the other hand, the information we have already stored in our memory, influences our new learning. To be effective, a teacher must acquaint himself with the way memory works. He must find out why children forget and be able to prevent it. He must consciously teach to promote effective storage of the material learnt by the students. This unit will therefore describe how memory works, the major reasons why we forget and the implications of these for learning and teaching.
- Memory is at the centre of human living, progress and activities. Without memory, we can not remember; we can not think; we cannot learn; and we cannot solve problems. We would not be able to know danger and run away from it. We would not be able to invent Science and Technology. We would be completely blank. It would then mean that the individual would be experiencing afresh the same thing over and over again. It would be like trying to fill a bottomless pit. But with memory, we are able to store away useful information and recall them when needed. We can think and solve problems. We are able to learn, store what we have learnt and recall it for use whenever necessary. There is a two-way relationship between learning and memory. If information acquired from learning is not stored in the memory, it will be lost and so we would be unable to recall it. On the other hand, the information we have already stored in our memory, influences our new learning. To be effective, a teacher must acquaint himself with the way memory works. He must find out why children forget and be able to prevent it. He must consciously teach to promote effective storage of the material learnt by the students. This unit will therefore describe how memory works, the major reasons why we forget and the implications of these for learning and teaching.
- The Sensory Memory (SM) This is also called the sensory register. It is the first store in the system. As soon as we experience a sensation (smell, sight, touch, taste etc.). It enters our sensory memory. The sensory memory holds the information just long enough (one to three seconds) for us to decide whether to attend to it or not. If we don't attend to it and recognise it as meaningful or useful or relevant, it gets lost or disappears. But if we attend to it and recognise it, it is then moved to the next level of memory for further processing. That is, to the Short-Term Memory. For example, it is possible to read through this unit without being able to recall what you have read, although you had `seen` the words. This may be because you have not recognized the information in it as useful or related to your past experience. The two processes that determine whether or not information in the sensory memory is processed further or not are attention and recognition. And both are controlled by the nature of the information itself (e.g. familiar, meaningful or related to previous knowledge, etc) and related past experience (e.g. pleasant, interesting, etc.) The Short Term Memory (STM) Once information has been attended to and recognized as meaningful, it is transferred from the sensory memory to the short-term memory. The short-term memory lasts longer than the sensory memory. It can hold information for approximately 20 seconds. It also has a limited amount of information it can store. It holds information for immediate use and for further processing into the long-term memory. This is why it is also called working memory. Information not processed within about 20 seconds disappears. This problem can be dealt with through rehearsal (is the repetition of information to oneself). It may be for immediate use as when you chant a telephone number to yourself while dialing the telephone. You keep chanting it so that you remember it while your dialing lasts. As soon as you finish dialing you forget it. Apart from this rehearsal for temporary use, we may also rehearse information so that we don't forget it again. To do this, we link the materials to be learned to our previous knowledge already stored in the long-term memory. We do this by using some devices. For example, to remember the days of the month, we learn the rhyme "thirty days has September. April, June and November,.." or the spelling rule "i before e except after c" or we use the acronym BODMAS to stand for Bracket, OF, Division, Multiplication, Addition and substraction in that order. These are called mnemonic devices. The Long-Term Memory (LTM) It is believed that this memory store has an unlimited capacity for storing information. It is also relatively permanent store. That is, information in the long-term memory does not decay, it does not disappear. It is the long-term memory that enables us to recall memories from long ago. All the knowledge, skill, interests and attitudes of this world and of ourselves that we have are stored in the long-term memory. The longterm memory is organized in terms of personal episodes and schemata. Our daytoday personal experiences or episodes such as what we did, where we did it, and at what time we did it are recorded as episodes in the long-term memory. This is called episodic memory. It is like our diary or autobiography. Such information are often difficult to retrieve unless cues or contexts are given. We normally don't pay close attention to when and where we experienced certain events. Objects, concepts, relations, qualities, events, facts, principles, are stored in the long- term memory in categories or classes". Because these are made up of interrelated concepts and rule that have been encountered repeatedly in a variety of contexts, they are less subject to forgetting than episodic memories. The individual categorizes or classifies in-coming information according to an existing `scheme` or `format` in this memory. Such scheme or `picture` determine the degree to which learners attend to and understand new information, how much information is recalled, and how accurately it is recalled. In general, human beings process information very systematically. Our ability to understand and recall what we experience largely depends on how much information we are made to deal with at one time. The longer the speed the more technical and unfamiliar the new learning, the less able we learn them and therefore recall them. It would take more efforts to learn them. Moreover, the extent to which information is organized (during presentation to us or the more we can organize the new experience) and meaningfully to us the more we understand it and are able to recall them. Finally, each individual needs to know how his memory works as this is very useful in knowing what memory strategies can be most efficient. Our school children too need to be made aware of the existence of memory processes (e.g. attention, rehearsal, encoding) and how they can be controlled for the purpose of learning and remembering. The knowledge of how one's memory works is called metamemory. For example, we know that interesting material is remembered better than non-interesting material, it is easier to recognize than to recall something; that lengthy amounts of material take longer the time lag between learning and recall, the less we are likely to remember. Such knowledge enables the child to make a realistic appraisal of his memory ability and minimises discouragement.