163 International Peer Reviewed Journal Academic Preparation towards Improved World Class Maritime Shipboard Performance VICTORIA Q. PARAGGUA http://orcid.org/0000-0002-0284-5555 victoriaparaggua@gmail.com Philippine Merchant Marine Academy San Narciso, Zambales, Philippines RONALD G. MAGSINO http://orcid.org/0000-0002-0956-5564 rgmagsino92@gmail.com Philippine Merchant Marine Academy San Narciso, Zambales, Philippines RACHELLE C. DIVIVA http://orcid.org/0000-0002-6994-5817 crisostomorachelle@gmail.com Philippine Merchant Marine Academy San Narciso, Zambales, Philippines ANA LEE M. PANADO http://orcid.org/0000-0001-7563-5009 pmmaresearch@gmail.com Philippine Merchant Marine Academy San Narciso, Zambales, Philippines Vol. 28 · March 2017 Print ISSN 2012-3981 • Online ISSN 2244-0445 DOI: https://doi.org/10.7719/jpair.v28i1.507 Journal Impact: H Index = 3 from Publish or Perish JPAIR Multidisciplinary Research is produced by PAIR, an ISO 9001:2008 QMS certified by AJA Registrars, Inc. 164 JPAIR Multidisciplinary Research JAMILA M. MILLAR pmmaresearch@gmail.com Philippine Merchant Marine Academy San Narciso, Zambales, Philippines ABSTRACT Continuous monitoring and evaluation are necessary in keeping graduates abreast of the trends and demands in maritime in order not to lag behind in a highly competitive environment like the shipping industry. The study evaluated the academic preparation and shipboard training performance of the PMMA cadets as basis for improvement of the program towards customer satisfaction. The descriptive design was utilized to gather and evaluate the perception of the respondents. The trainee-respondents rated the curriculum, faculty competency, and laboratory and equipment as very satisfactory. Evaluator-respondents rated the work competency, ethical standards, and knowledge and skills of the trainees as very satisfactory. Trainees positively regarded the preparation of reports. They also handled tasks and functions stipulated in their training record book though there are some areas where a significant majority did not experience. The latest trends and demands that should be addressed and incorporated in the maritime curriculum are the following: full compliance with security and safety; installation and use of up-to-date and modern navigational equipment; the presence of electronically controlled camless main engine; simpler but durable cargo handling equipment; and garbage management system. The weaknesses and gap revealed that the maritime curriculum and shipboard training need consideration and reflection to maintain the country’s status as the prime provider and producer of highly qualified marine officers. Keywords — Maritime Education, academic preparation, shipboard training, performance evaluation, international vessels, Philippines INTRODUCTION In a dynamic working environment like the shipping industry, maritime professionals are expected to be versatile for them to keep up with the fast- changing global trends and demands. Technological advancements brought 165 International Peer Reviewed Journal numerous changes in the regulations applicable in the sea lanes of the world. Therefore, quality maritime education and training play a role in fostering a corps of able marine professionals who will be resilient and continuously adapts to changes. In this aspect, the institutions of higher learning play a significant part in ensuring that the education they provide meets the expectations of students and the requirements of employers, both today and for the future (Henard & Rosevaera, 2012). With constant monitoring and evaluation, new trends, challenges, and opportunities can be easily identified. The identification of these areas can serve as a basis for improvement, changes, and upgrade in the curriculum, aids for instruction and competencies of the faculty. One way to identify these areas is through a satisfaction survey. Trainees who have undergone the shipboard training and stakeholders are subjected to the survey (B. Kim & H. Kim, 2013; Alimen, Gayo, Jaleco & Gayo Jr., 2009). The Philippines provides the workforce needs of the shipping industry – including international waters. The country is dubbed as the “manpower capital” of the maritime sector comprising of at least 30% out of 1.2 million seafarers worldwide as of 2012. Since the Filipinos are most-sought-after in sea-based jobs, it is essential that the quality of the workers should be maintained to sustain the interest of the demanding parties worldwide. The Philippine maritime higher education institutions strive to meet the rapid demand of Filipino seafarers. The Philippine Merchant Marine Academy (PMMA) being one of the largest producers and the only state-owned institution specializing in maritime education and training (MET) share with this undertakings. Most importantly, the shipboard training program should serve its purpose to train future mariners to equip them with knowledge better and dynamically apply their maritime skills to a sea-going vessel. This supports the MARINA’s mandate to develop and maintain a reservoir of adequately trained, competent, and qualified workforce—who are internationally competitive and familiar with globally-recognized practices and standards—by providing right education and training necessary in the area of expertise of maritime students (Maritime Industry Authority, n.d.). 166 JPAIR Multidisciplinary Research FRAMEWORK Figure 1. Conceptual Paradigm To conclude if the program is successful or effective, evaluation and monitoring are necessary. This is a way to realize the strengths, areas of weaknesses and other significant factors that may affect the shipboard training program. Harvey (2003) claimed that “feedback has two main functions: internal information to guide improvement and external information for potential students and other stakeholders, including accountability and compliance requirements.” Collating all the feedback of the trainee-respondents and evaluator-respondents served as the basis for improvement or changes that will strengthen the academic preparation of the cadets of PMMA to attain world-class shipboard maritime performance. OBJECTIVES OF THE STUDY The study evaluated the academic preparation of the PMMA 2CL midshipmen/women as a basis for improvement toward world-class shipboard maritime performance. Specifically, it sought to: 1) find out the profile of the PMMA trainees and evaluator respondents; the trainee-respondents’ perceptions on their academic preparations prior to shipboard training as provided by the PMMA; their view of preparation of reports and actual tasks and functions 167 International Peer Reviewed Journal vis-a-vis ISF/Training Record Book; 2) determine the evaluators perception of the trainees’ performance; and 3) determine the trainee/evaluator-respondents perception on the latest trends and demands in the maritime industry. METHODOLOGY The descriptive design was utilized to describe the academic preparation provided by the Philippine Merchant Marine Academy for the shipboard trainees. A total of 151 trainee-respondents (69 deck-trainees and 82 engine-trainees) and 29 evaluator-respondents who served as the immediate supervisors/training supervisor from the different shipping and manning companies were surveyed. A researcher-made questionnaire for the trainee-respondents’ perception on the curriculum and laboratory and equipment was utilized. NBC 461 Instrument for Teaching Effectiveness was utilized to collect trainee-respondents’ perception on faculty competency. Documentary analysis was also conducted to scrutinize the Training Record Books/ ISF which were obtained from the Department of Shipboard Training. To support the quantitative data, structured and unstructured interviews were conducted among the trainees, the officers who supervised the trainees; the deans of both colleges; and the panel of experts. Quantifiable responses were treated with statistical tools such as frequency, weighted mean, rank, and percentage. Ethics Protocol The researchers sought permission or informed consent from all the respondents who were surveyed and interviewed. RESULTS AND DISCUSSION Profile of the Respondents Based on the data gathered, the majority of the deck and engine trainee- respondents are 18 to 20 years old cadets aboard bulk, tanker or container vessels. On the other hand, most of the shipboard training evaluator-respondents are 41- 62 years old acting as supervisor/crew manager of a cargo vessel. 168 JPAIR Multidisciplinary Research Perception on Academic Preparation for Shipboard Training Curriculum Table 1. Curriculum – Marine Transportation DECK WM QI DECK WM QI Navigation   Seamanship Planning and conduct of a passage and determine position 3.75 Very Satisfied Monitoring the Loading, Stowage, Securing and Unloading of Cargoes and their Care during the Voyage 3.64 Very satisfied Application of the Use of Radar and ARPA to Maintain Safety of Navigation 3.74 Very satisfied Monitoring of Loading of Cargoes 3.63 Very satisfied Maneuvering of the Ship 3.66 Very satisfied Monitoring of Discharging of Cargoes 3.74 Very satisfied Steering the Ship 3.63 Very satisfied Maintenance and Overhauling of Cargo Systems and Associated Equipment – For Tankers 3.33 Satisfied   Maintenance of Seaworthiness of the Ship 3.69 Very satisfied Deck Watch   Maintenance of a Safe Navigational Watch 3.80 Very satisfied Maritime Law   Prevention, Control and Fights Fire on-board 3.62 Very satisfied English 3 IMO Standard Marine Communication Phrases Operation and Maintenance of Life-saving Appliances 3.72 Very satisfied Application of the Use IMO Standard Marine Communication Phrases and Write and Speak English 3.77 Very satisfied Application of Medical First Aid on-board 3.62 Very satisfied Maritime Communications Monitoring of the Compliance with Legislative Requirements 3.63 Very satisfied Transmittance and Receive Information through Appropriate GMDSS Equipment 3.69 Very satisfied Response to Emergencies 3.73 Very satisfied Marine Environment Response to a Distress Signal at Sea 3.7 Very satisfied Ensure Compliance with Pollution Prevention Requirements 3.74 Very satisfied 169 International Peer Reviewed Journal Tables 1 and 2 reflect the satisfaction rating of the deck and engine trainee- respondents on the PMMA curriculum which is based on their familiarity and knowledge of the different areas indicated. The items shown are parts of the Training Record Book required for them to accomplish while they are in training. Findings reveal that both the deck and engine trainee-respondents are very satisfied with the curriculum in preparing them for shipboard training. However, particular areas should be highlighted. The “maintenance and overhauling of cargo systems and associated equipment” was rated by the deck trainee- respondents only as satisfied. It was found out that those who were assigned to Tanker vessels perceived their preparation needs to be strengthened. Another area that should be noted is “safety” and “prevention, control, and firefighting onboard” rated by the Engine trainees as outstanding (as shown in Table 2). This finding can be attributed to the availability of Safety training facilities in the academy, i.e., Safety Center that provides training in Firefighting and Safety for its cadets and other Filipino seafarers (PMMA Prospectus, 2015). Nevertheless, the overall satisfaction of the trainees implies that the curriculum of the PMMA has trained and equipped them for shipboard training. Table 2. Curriculum – Marine Engineering ENGINE WM QI ENGINE WM QI Machine Shop   Auxiliary Machinery Use of Appropriate Tools for Fabrication and Repair Operations 4.10 Very satisfied Auxiliary Boiler 4.02 Very satisfied Use of Measuring Equipment such as Calipers, Dividers, Gauges, Steel Rule, Thread Gauge, etc. 4.11 Very satisfied Pumping and Pumping Systems 4.00 Very satisfied   Air Conditioning System 4.02 Very satisfied Electrotechnology   Fresh Water Generator 4.11 Very satisfied Use of Electrical and Electronic Measuring and Test Equipment 3.97 Very satisfied Oily Water Separator 4.03 Very satisfied Procedures in Response to Black-out and Emergency Situations 3.81 Very satisfied Sewage Treatment Plant 4.00 Very satisfied   Waste Oil Management 4.09 Very satisfied 170 JPAIR Multidisciplinary Research ENGINE WM QI ENGINE WM QI Automation   Purifiers, Clarifiers and Separators 4.09 Very satisfied Maintenance and Operation of Alternators, Generators and Control Systems 3.89 Very satisfied Control/Safety Air System 3.99 Very satisfied Maritime Law Safety 4.23 Out- standing Power Plant Diesel   Prevention, Control and Firefighting on-board 4.24 Out- standing Main Engine 4.08 Very satisfied Operation and Maintenance of Life-saving Appliances 4.10 Very satisfied Auxiliary Engine 3.99 Very satisfied Application of Medical First Aid onboard Ship 4.10 Very satisfied Engine Operation 4.16 Very satisfied Faculty Competence Table 3. Faculty Competence DECK ENGINE Total WM QI WM QI Knowledge of Subject 3.64 Very Satisfactory 4.12 Very Satisfactory 3.88 Teaching for Independent Learning 3.72 Very Satisfactory 4.09 Very Satisfactory 3.91 Management of Learning 3.63 Very Satisfactory 4.06 Very Satisfactory 3.85 Commitment 3.56 Very Satisfactory 4.12 Very Satisfactory 3.84 Overall 3.64 Very Satisfactory 4.10 Very Satisfactory 3.87 Table 3 shows that both the Deck and Engine trainee respondents are very satisfied with the competency of the members of the Technical faculty of the Philippine Merchant Marine Academy. However, despite the positive feedback of the trainee-respondents, it can be noticed that areas that the items commonly related to Management of Learning and Commitment are rated lower. 171 International Peer Reviewed Journal Laboratory and Equipment Table 4. Laboratory and Equipment DECK WM QI ENGINE WM QI Navigation equipment 3.85 Very Satisfied Marine electricity tools 4.10 Very satisfied Deck workshop tools and equipment 3.75 Very satisfied Ship shaft laboratory 4.08 Very satisfied Cargo handling room 3.79 Very satisfied Engine control room equipment 4.13 Very satisfied Ship stability equipment 3.67 Very satisfied Engine machine shop and tools 4.03 Very satisfied Conduciveness and safety of laboratory rooms for practical experiments 3.78 Very satisfied Pneumatics and hydraulics laboratory 4.10 Very satisfied Instrumentation and control laboratory room 3.80 Very satisfied Laboratory rooms for practical experiments 4.06 Very satisfied Latest technology and simulators (Bridge and Engine Room Simulator) 3.84 Very satisfied Instrumentation and control laboratory room 4.05 Very satisfied Learning venue such as training ship (RPLS Luna) 3.69 Very satisfied Latest technology and simulators (Bridge and Engine Room Simulator) 4.08 Very satisfied Safety equipment and tools 3.84 Very satisfied Learning venue such as training ship (RPLS Luna) 3.95 Very satisfied Security equipment 3.63 Very satisfied Safety, security, lifesaving and personal survival equipment and tools 4.10 Very satisfied Life-saving and firefighting equipment 3.75 Very satisfied Computer laboratory and internet access 4.03 Very satisfied Lifeboats and personal survival equipment 3.69 Very satisfied Other maritime-related facilities (swimming pool and firehouse) 4.09 Very satisfied Computer laboratory 3.68 Very satisfied Overall Weighted Mean 4.07 Very Satisfied Other maritime-related facilities (swimming pool and firehouse) 3.72 Very satisfied GMDSS equipment 3.69 Very satisfied Overall Weighted Mean 3.74 Very Satisfied Table 4 shows that the deck and engine trainee-respondents are very satisfied with the aid of the laboratory and equipment of PMMA in preparing them for shipboard training. It must be noted that this area is vital in the learning 172 JPAIR Multidisciplinary Research experience of the students. It is in laboratories where the application of theories is possible. Tools and equipment therein increase the capability of the students to retain a multitude of information (Lunetta, Hofstein, & Clough, 2007). Evaluation of the preparation of the reports during shipboard training Table 5. Preparation of Reports % % Training Schedule Often affects 39.58 Conformity of Content to actual training Often conforms 53.15 Sometimes affects 53.23 Sometimes conforms 40.72 Seldom affects 4.62 Seldom conforms 6.20 Never affects 2.57 Never conforms 0.53   Total 100   Total 100 Understand- ing of tasks Often Difficult 17.32 Sequencing of Tasks with actual training Often sequenced 45.49 Sometimes Difficult 54.75 Sometimes sequenced 48.16 Seldom difficult 20.37 Seldom sequenced 5.82 Never difficult 7.56 Never sequenced 0.53   Total 100   Total 100 Duplication of Report Strongly Agree 31.58 Queries about the topics Often answered 44.19 Agree 57.24 Sometimes answered 48.57 Disagree 9.17 Seldom answered 6.72 Strongly Disagree 2.01 Never answered 0.53 Total 100   Total 100 Ease of acquiring certification from Supervisor Often easy 37.95 Sometimes easy 56.15 Seldom easy 4.32 Never easy 1.58         Total 100 As summarized in Table 5, most of the trainees agreed that preparation of reports sometimes affects their training schedule and that is consuming most of their time. A majority of them also said that tasks are sometimes difficult to understand, but it often conforms to the actual training and tasks are properly sequenced. Moreover, a significant majority also agreed that there is a duplication 173 International Peer Reviewed Journal of the ISF Record Book and the PMMA Sea project. The trainees agreed that it was sometimes easy to acquire certification of the reports from supervisors and their colleagues and supervisors are helpful in assisting them in the preparation of reports. Perception of the evaluator-respondents on the performance of the trainees Table 6. Performance of the trainees Competence/Performance Weighted Mean Interpretation Rank WORK COMPETENCE > attitude while working; have the ability to communicate instructions to a multi-lingual crew; a team-player have the capacity to withstand hard and cumbersome workload and training; and others. 3.99 Very Satisfactory 1 ETHICAL STANDARDS > understand the nature of naval and maritime services well; have served as inspiration for their dedication and high purpose; have encouraged the practice of ethical principles and standards of professional practice; have refrained from committing offenses; and others. 3.87 Very Satisfactory 2 KNOWLEDGE AND UNDERSTANDING > display of knowledge of their duties and responsibilities onboard; by being watchful during emergency drills and safety practices; by possessing skills on tasks assigned to them; by their display of academic, mental, physical and professional preparedness; and by demonstrating their familiarity of the vessel, operating procedures, and others. 3.57 Very Satisfactory 3 The evaluators rated the PMMA shipboard trainees’ overall performance regarding work competency, ethical standards, and knowledge and understanding as very satisfactory. 174 JPAIR Multidisciplinary Research Tasks and Functions accomplished by the Trainees on their Shipboard Training Table 7. Tasks and Functions - Engine Cadets *values in % *With Actual Experience *Did not Experience Marine Engineering at the Operational Level Maintain a Safe Engineering Watch 73.40 26.60 Use English in Written and Oral Form 60.00 40.00 Operate Main and Auxiliary and Associated Control Systems 65.49 34.51 Operate Pumping Systems and Associated Control Systems 67.97 32.03 Electrical, Electronic and Control Engineering at the Operational Level Operate Alternators, Generators and Control Systems 60.79 39.21 Maintenance and Repair at the Operational Level Maintain Marine Engineering Systems including Control Systems 56.11 43.89 Controlling the Operation of the Ship and Care for Persons onboard at the Operational Level Ensure Compliance with Pollution Prevention Requirements 42.26 57.74 Maintain Seaworthiness of the Ship 42.79 57.21 Prevent, Control and Fight Fires on-board 59.48 40.52 Operate Life-Saving Appliances 57.88 42.12 Apply Medical First Aid onboard Ship 56.75 43.25 Monitor Compliance with Legislative Requirements 47.12 52.88 175 International Peer Reviewed Journal Table 8. Tasks and Functions – Deck Cadets *values in % * values in % Tasks and Functions (Deck Cadets) *With Actual Experience *Did not Experience Tasks and Functions (Deck Cadets) *With Actual *Did not Experience Navigation at the Operational Level Cargo Handling and Stowage - For Tankers Plan and Conduct a Passage and Determine Position 85.75 14.25 Monitor Loading of Cargoes 24.19 75.81 Maintain a Safe Navigational Watch 81.41 18.59 Monitor Discharging of Cargoes 24.19 75.81 Use of Radar and ARPA to Maintain Safety of Navigation 85.44 14.56 Maintain and Overhaul Cargo and Associated Equipment 22.37 77.63 Respond to Emergencies 83.20 16.80 Respond to Distress Signal at Sea 54.83 45.17 Controlling the Operation of the Ship and Care on-board at the Operational Level Use of IMO Standard Marine Communication Phrases and Write and Speak English 53.08 46.92 Ensure Compliance with Pollution Prevention Requirements 70.14 29.86 Transmit and Receive Information by Visual Signaling 73.55 26.45 Maintain Seaworthiness of the Ship 63.39 36.61 Maneuver of the Ship 78.47 21.53 Prevent, Control and Fight Fires on-board 70.69 29.31 Steering the ship 68.49 31.51 Operate Life-Saving Appliances 70.17 29.83 Apply Medical First Aid onboard Ship 66.08 33.92 Cargo Handling and Stowage at the Operational Level Monitor Compliance with Legislative Requirements 71.62 28.38 Monitoring the Loading, Stowage, Securing and Unloading of Cargoes and their Care during the Voyage 54.62 45.38 Tables 7 and 8 reflect the required tasks and functions of both the deck and engine trainees. Most of the trainees have accomplished the tasks and functions required of them. However, some areas need attention. As shown in Table 7, more than half of the engine-trainees did not experience at least 3 areas under Controlling the Operation of the Ship and Care for Persons onboard at the Operational Level such as “Ensure Compliance with Pollution Prevention 176 JPAIR Multidisciplinary Research Requirements”, “Maintain Seaworthiness of the Ship”, and “Monitor Compliance with Legislative Requirements”. Also, a significant majority of the deck-trainees who were assigned in Tanker vessels did not experience handling tasks that are under Cargo Handling and Stowage (Table 8). Moreover, the areas which have a higher number of trainees who did not experience handling the tasks only imply that some shipping companies do not involve them in activities that are needed to be complied. Therefore, it is necessary for the academic institution to communicate with the shipping companies to rectify this gap. This will ensure a fair training experience among the shipboard trainees. Latest Trends and Demands on Maritime Industry as Perceived by the Trainees and Evaluators Safety and Security Strict and full compliance with security and safety which includes frequent implementation of safety meetings, provision of up-to-date security information and procedures, full understanding of International Ship and Port Facility Security (ISPS) Code contingency plan, use of multimedia for safety awareness, provision of more reliable safety and security equipment. Navigational Equipment Installation and use of up-to-date equipment and modern navigational equipment such as radar, global positioning system (GPS), and gyro compass to comply with the international standards to give way to Auto Pilot system. Systems like Bridge Navigational Watch Alarm System (BNWAS) and Electronic Chart Display and Information System (ECDIS). Cargo Handling Equipment Presently, main and additional cargo handling equipment aboard are simpler but more durable and user-friendly; there are available derricks on both sides, computerized cargo cranes and more convenient and proactive equipment; and fast processing of equipment request to repair exposed items and damaged prone materials are now practiced. Engineering Machinery and Equipment The trends in engineering machinery and equipment include the presence of the electronic main engine, even camless and automatic machinery. 177 International Peer Reviewed Journal Marine Environment Sustainability Deck trainees confirmed that ships are fully compliant with MARPOL specifically International Convention for the Prevention of Pollution for Ships regulations; adherence to the SQE policy, practice of garbage management, and existence of latest equipment to prevent and reduce pollution were included. Maritime Law and Ship Business Trends Ship business trend includes adherence to MARPOL and the Safety Management System (SMS), occupational health and safety law, ships running in eco modes, awareness of charter party, compliance to maritime laws, and rest hours of crew during holidays and Sundays. CONCLUSIONS The student-respondents are very satisfied with their academic preparation regarding curriculum, faculty competence, laboratory, and equipment, but additional topics on familiarization and operation of specialized vessels such as tankers will be useful. In the preparation of reports during shipboard training, there is duplication in the ISF Record Book and PMMA Sea Project; tasks are “sometimes” to “often” difficult to understand, but activities conform and are sequenced according to required training; and supervisors are supportive in the preparation of their reports. The trainees mostly experienced all the tasks and functions required during shipboard training except three sub-areas under the engine group where more than one-half did not perform the tasks and one major area under deck group which specific tasks were not experienced by a majority of the deck-trainees. Also, the evaluators are very satisfied with the performance of the PMMA shipboard trainees concerning work competency, ethical standards and knowledge, and understanding. Finally, new technologies are being introduced covering safety and security; and equipment in navigation, cargo handling, and engineering machinery. Sustainability of the marine environment maritime law and shipping business are also emphasized. The need for the utmost consideration and reflection of the maritime institutions towards shipboard training program is very relevant to maintain the country’s status as the primary supplier and producer of highly qualified marine officers. Maritime Education and Training institutions should update and enrich 178 JPAIR Multidisciplinary Research their Maritime programs to comply with the needs of the industry, current trends and practices, and effect of promulgation and implementation of new local and international laws, rules and regulations. TRANSLATIONAL RESEARCH The results of the study were disseminated to the PMMA Department of Shipboard Training and the Academic Council who are responsible in crafting an improved Shipboard Training policy and program for the cadets. A stronger Memorandum of Action between PMMA and its partner shipping companies in monitoring and evaluation of the required task and functions in the Training Book/ISF is being implemented. Review of the curriculum and teaching syllabus is being undertaken to incorporate the latest trends and demands in the maritime industry. ACKNOWLEDGMENTS The researchers wish to extend their warm gratitude to the Philippine Merchant Marine Academy for the unwavering support and for believing in the capabilities of the proponents who put this paper together; the the PMMA Department of Research and Development for all the encouragements and assistance; to various organizations (such as MARINA and CHED) for official documents needed; and finally to PAIR, Inc for their kind consideration and tireless support to all the fellows who wish to contribute to the jar of knowledge. LITERATURE CITED Alimen, R., Gayo, M., Jaleco, V., Gayo Jr., M., & Jaleco, V. (2009). Stakeholder satisfaction: Research evaluation of marine engineering cadet’s performance at Maritime University, Philippines. In 8th International Navigational Symposium on Marine Navigation and Safety of Sea Transportation, Trans-Nav 2009 (pp. 719–724). John B. Lacson Foundation Maritime University- Molo. Retrieved on June 2017 from goo.gl/SwZt5d Harvey, L. (2003). 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