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By Ken-ichi Miyazawa

A Center of Excellence (COE) titled the Creation of Nature-Guided Materials Processing, called Nature COE, has been established at Nagoya University. In the Nature COE, a new field of material research is being developed through learning the laws of nature, namely, methods of attaining ?appearance of the maximum function under the minimum substance and energy consumption?, which the nature and living organisms have acquired through their evolution in long period. As one of the specific features, an ?Open Cluster Program? was originated for promoting the researches conducted by young researchers and Ph.D. students with those in and out of the university and also for fostering them, together with such educational programs for Ph.D. students as the research incentive, the oversea training and the international lodging seminar programs. The Open Cluster Program has been found to be effective for fostering of young researchers and students, for promoting their researches, for gathering researchers and knowledge from the world and for propagating the research fruits. Through conducting these programs, world-highest intelligent fruits and a gathering of young minds to lead the new field are expected. In this COE, the researches are conducted on (1) materials used for living bodies, (2) mimicking structures which nature or living bodies are forming and (3) materials processing by mimicking processes to form the structures observed in the nature or the living bodies. These researches are conducted by four groups to extend the processes observed in the natural world to a new type of processing that is thoroughly rationalized by plunging a scalpel of engineering, and to establish a new academic field of materials science and engineering.

Jan 1, 2006

The Australian mining industry faces skills shortages across a broad spectrum of disciplines and levels, as it enters another major growth phase. Critical amongst the areas of most significant shortage in the professional sphere is the discipline of geotechnical professionals. More mines, deeper mines, ageing workforces are all contributing to this chronic shortage. But the shortage is not just at the operating sites, it is across a range of employment fields including sites, head offices, consultants, researchers and educators. This paper reviews the status of a number of these fields and explores some of the issues being faced. The different roles of a site geotechnical professional and a specialist geotechnical consultant are explored, together with some of the trends in terms of how such people are operating, and the skills they are expected to have to fulfill their job requirements. The paper also considers the move towards possible mandatory statutory geotechnical positions at mine sites and some of the implications if this were to come into force. Finally, the paper considers the current provider programs for mining geotechnical education, and how additional offerings are going to be needed in order to address the current shortages and the inconsistencies in terms of job expectations for people assigned to geotechnical roles without adequate education and training.

Nov 25, 2010

By Charles H. Fulton

CHARLES H. FULTON, chairman, presided at the first session of the Mineral Industry Education Division on Wednesday morning. Reporting for the program committee, Edward Steidle, its chairman, pointed out that its function was not to arrange programs for meetings but to plan a program for the Division to follow in the development of its activities. This was appropriately followed by presentation and discussion of his paper, "Basic Trends in Mineral Industries Education," which, being available in printed form, was only presented in oral abstract. Jay A. Carpenter submitted interesting written discussion that was read, in his absence, by A. M. Smith. Most of the morning was devoted to the discussion of the paper, which was too extensive and ranged too widely to attempt to report in much detail. H. T. Mann, H. P. Hammond, Cadwallader Evans, C. H. Fulton, T. T. Read, D. F. McFarland and P. B. Bucky joined in the discussion, Mr. Hammond making a plea for more unification in mineral industry education, saying that in the study he made for the Society for Promotion of Engineering Education about 35 different curricula preparatory to work in the mineral industry were discovered to exist. He felt that most of the needs of the mining industry could he met by men who had had four years of engineering training of good enough basic quality to permit them to advance along special lines. However, there was apparently a growing demand, as reflected by the increasing number of candidates for the Master's degree in engineering, for men with more thorough training in the fundamentals.

Jan 1, 1933

By Arthur F. Taggart

ENGINEERING education today is like a crazy quilt of somber wools and gaudy shoddy, chain-stitched on an academic assembly line, and sold at ever mounting prices to inexperienced youths for lifetime use. Each engineering school offers a half-dozen or so patterns with essentially the same skimpy wool content. Sales appeal is in the color of the shoddy, denoted by the hopeful adjectives chemical, civil and the like. This article is argument for an all wool product made by slow, careful handwork. Bluntly it proposes a thorough four-year undergraduate drill in fundamental science and general engineering empirics, leavened by continuing study of the third of the engineer's troubles: Man. It is not contended that existing methods of engineering education have failed to start men on the path to successful engineering practice (too many of you have started that way); rather, social conditions and the bounds of knowledge have changed tremendously, and corresponding alterations in the pattern of engineering education are overdue. We'll Teach the Specifics The first part of this contention is illustrated by excerpts from a letter received recently from an officer of one of the largest corporations: "We are interested in employing two or three outstanding young engineers to be placed on a special training program to develop them as design and construction engineers.... "We propose to put these men on a four-month indoctrination and orientation course after which they would be given job-training assignments for a period that will vary from about six months to about a year and a half depending upon the aptitudes, abilities and intelligence of the candidates.... "I am not too fussy about what kind of engineers the men might be insofar as academic courses are concerned. They could be.. . in almost any engineering classification.... We can furnish the additional training beyond the academic fundamentals. "The starting rate for these jobs would be $326 per month...." This letter is not unique; rather it is representative of a practice that has become common. It is industry's enforced response to the general refusal by young graduates to submit to union domination in order to gain operating experience at the labor level. The message to engineering schoolteachers is plain: You teach the fundamentals; we'll teach our practice and pay the graduate to learn it. The letter means to the student that time spent in school studying the specific practices of particular industries is waste compounded. The school can't give the equivalent of what industry teaches, wherefore industry will still demand apprenticeship. The student must pay for the specific instruction at school instead of being paid to take it later. And time-consuming specifics crowd out drill in basic scientific and technical subjects as well as liberal arts.

Jan 1, 1952

By Robert E. Lovett

The truly educated man is better prepared to meet the challenge of the times. This challenge can be either beneficial or harmful depending upon one s orientation, Certainly man can no longer continue in the way of his father or even in the manner of his own previous experience as he seeks self-fulfillment, unless he is willing to sacrifice inner integrity--unless he is willing to compromise self-determination and self-expression. He must make a choice as society moves rapidly into high gear in the areas of automation and cybernetics. Industry, a unit of society, has a high stake in meeting this challenge, The better prepared and more mature its personnel, the better the end result as it attempts to meet the challenge. It therefore has a vital concern in proper training of such personnel, that their contribution will be of maximum quality. The specialized training required demands a broad liberal arts background which gives the individual a wider perspective upon which to base judgment. This greatly aids his development as he enters graduate school or goes directly into industry. In either case, his value to industry is enhanced. It would seem that the small liberal arts college provides the best environment for such a program, Consideration of several factors will, I hope, throw some light on the severity of the problem.

Jan 1, 1966

A continuing demand for exploration geologists, at a level well below that during the mineral "boom" of 1967-1971, will be highly selective. The exploration geologist must be more than the traditional geologist whose primary function has been detailed description of rocks and their recording on a geological map. He must be capable of 1. reconnaissance recognition of favour= able environments for ore mineral concentrations, 2. application and interpretation of techniques of search and evaluation, and 3. evaluation of economic, technological and political interactions that combine to make an ore deposit. Universities have an obligation to their students to provide them with a saleable skill, to educate them so that they can cope profess- ionally and socially, and to provide a mechan- ism by which education can be a continuing process. Humanistic and social studies, develop ment of communication skills, understanding of economic and management principles, ability to assess rock properties that influence extract- ion and beneficiation, and a knowledge of technological developments and limitations are necessary parts of the exploration geologist's

Jan 1, 1974

This paper reviews the manpower requirements of the Australian mining industry. It has been necessary to provide general background information in order to support the view that university education in mining and mineral process engineering should be strengthened rapidly in Australia to provide graduates for the industry.

Jan 1, 1969

An attempt has been made in tftis paper to review the general situation regarding the needs of the Mining and Minerals Industry for skilled and qualified personnel. Having defined the behavioural objectives of the courses of study, reference is thereafter made to the factors influencing the effective design of courses for apprentices, technicians and Technologists.

Jan 1, 1981

EDUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the fist really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at fist, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

By Thomas T., Read

E DUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the first really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at first, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work, as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

By T. Yameogo

Many ideas, tools, technologies, and methodologies are believed to have staked their claims on the future of mining. For example, automation is strongly positioned as the platform within which mining will be practiced. A subset of automation ? intelligent mining ? will add some smart interactions between machines, technologies, the rock, and the environment. The future also calls for an improved approach to sustainability and corporate social responsibility. Mines of the future are dreamed of to be more ethical and more balanced. They will boast optimized designs, integrated value and supply chains, produce less waste, recycle and reuse, and will require less energy to operate. Then, what about the people that will operate this optimized ecosystem? How is the education system teaching the operators of the mines of the future? What kind of a future should mining education foresee to prepare the workers appropriately? In recent years, the shortage of skilled labor for mines around the world has created a tough competition to attract, retain, and train the very people without whom mining will cease to exist. In Australia, Canada, and the United States in particular, the war for talent has resulted in higher-than-usual labour costs. Such costs have dented the unit costs of many mining businesses. Concomitantly, mining contractors? and consultants? prices have increased to reflect the escalation of labour costs across the value chain. From labourers to engineers, from juniors to seasoned professionals, the increase in compensation is unprecedented. Yet, the shortage is still hurting the industry, and the high calibre candidates continue to be rare gems. The industry has been implementing aggressive solutions that include the increased hiring of skilled immigrants, the training and recruitment of minorities, and the retaining of near-retirement experienced employees. Public relation campaigns about the benefits of embracing careers in mining are also common. The CIM has also devoted a ?M4S? section to its pan-Canada meetings to educate the public, especially the youth, about the importance of the mining industry for Canada. Moreover, mining associations and universities are enticing students? enrolment through scholarships and financial support. Still, the balance between quantity and quality of workers can be discussed. This paper intends to discuss the present state of mining education as an essential part of the future of mining. The authors brush the picture of the education of miners, technicians, and engineers, against the backdrop of the technology-advanced mines of the future.

Aug 1, 2013

Geological. engineering is a field of engineering practice concerned with design and construction of excavations and structures in soil and rock masses. The role of geological engineering in mining practice is defined in this paper, and the scope of the various disciplines in engineering science and geoscience which support geo-engineering research is discussed. The current national research capacity in geo-engineering is considered, and current and future needs for geo-engineering research for mining practice are proposed. Education programmes to sustain the proposed level of research and its industrial implementation are Suggested.

Jan 1, 1986

By Charles Willis

MANY of the failures in vocational education are due to the fact that the educational methods were not designed to the capabilities, habits, and environments of those to be trained; rather they were based on the policy that education is education and lessons are lessons, whether for youngsters of fifteen or for men of forty. Vocational education among miners involves, first, a study of the men themselves, their habits, and the use of their leisure time; second, a study of the differences between the methods of teaching required for men and for children. Certain fundamental requirements of training methods for miners are reasonably universal and may be applied with success to any ordinary mining community. The rate of labor turnover is another consideration; it would be useless to design a four-year course for men who remain in one place only a few months.

Jan 7, 1919

G. M. TAYLOR,* Colorado Springs, Co1o.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one mine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every plan who is working for wages is looking for n lease-everyman has mined for him- self, he has been his on7n boss on n lease, either on our own property or

Jan 1, 1919

G. M. TAYLOR,* Colorado Springs, Colo.-I do not think the plan outlined in this paper would work at Cripple Creek. Most of our men have had a pretty good education. The Cripple Creek district is a lessee district-I do not think there is one urine operating in Cripple Creek to-day that does not have the leasing system. We have as many men leasing on our property as we have mining and every man who is working for wages is looking for a lease-every man has mined for him-self, he has been his own boss on a lease, either on our own property or on some of the other properties, and it makes a different class of employees.

Jan 12, 1919

By Andrew R. Thomas

As the demand for most industrial minerals on the world market continues to climb, educational institutions maintain traditional policy in emphasizing chiefly metallic ore deposits and energy resources in addition to the general disciplines. In spite of their increasing importance, few universities exhibit great depth with respect to industrial minerals courses due to the shortage of specialized faculty in a category this broad. As new ideas are formulated and technological advances are developed in the field of industrial minerals, the classroom still exists as a student's primary source of information. This opportunity to give today's students the benefit of modern developements has not been utilized to its utmost potential.

Jan 1, 1981

By K. H. McDaniel

People are our most valuable resource. It is as true today as any point in mining history as we face unprecedented personnel shortages aggravated by a workforce that is aging, significant generational gaps and difficulties recruiting younger professionals all amidst increasing global mineral demand. The educational system has a similar, but slightly contrary problem. Many historically strong mining engineering programs have died. Now, fewer mining oriented universities are trying to produce more students in order to meet the demand. Moreover, their situation is aggravated by a similarly aging workforce, a general lack of mid-career PhD?s with the interest and field experience to teach effectively, an extremely slow hiring and funding process, and an inability to be competitive against private industry compensation packages. The traditional instructional model, while not necessarily broken, is most certainly dated, and can penalize programs and students where schools do not have in-house expertise in a given topic. Mining companies, like Rio Tinto, have the opportunity, if not necessarily the obligation, to positively influence how this model works. Educational Partnerships may be the key. This paper will address some observations, and possibilities, associated with Rio Tinto?s efforts in this area.

Feb 23, 2014

About 60 persons are admitted to the graduate course every year after passing the entrance examinations. The entire course of studies is free of charge and the universities provide accommodation for the students who need it. The five years of studies are divided into 10 semesters. One semester lasts 15 weeks. Automatics can be studied at three separate faculties. At the University of Mining and Metallurgy, it is offered by the Faculty of Electrical Engineering, Automatics and Electronics as well as the Faculty of Mining and Metallurgical Machines (metrology can also be studied there); at the Silesian Technical University in Gliwice, the Faculty of Mining offers the course. The educational plans and programmes comprise 3 groups of subjects: common for a given course of studies (foreign languages, political science and the basic technical knowledge) common for the speciality and subjects of diploma courses. The whole time of studies covers about 4400 hours excluding 3 periods of professional training and the physical training. The classes, laboratory classes, seminars and design classes are obligatory and the attendance is strictly checked. Students may extend their knowledge by participating and working in the Science Clubs. The students' work is checked not only during the classes but also by the examinations held at'the end of respective semesters. Those who fail the exams can repeat them only if very important reasons are presented. At the very end of the studies there is a diploma examination together with a discussion on the diploma thesis, written by the student. The successful result entitles the student to recieve the title of "magister inzynier",M.Sc. of his speciality. The graduates, after working for 2 years, can attend another course of studies lasting 2 semesters and called "Postgraduate Course", or start "Doctoral Studies" finished by the defence of a doctor's thesis. In'these cases the expenses are usually covered by the graduates' employers.

Jan 1, 1985

By Wijnand Dalmijn, Hans de Ruiter

Experience over the past eight years has proven that partnership and cooperation in mineral engineering education is essential to maintain programs in this field. At this moment the joint European Mineral Masters Engineering Course (EMMEC) has three programs in the areas of mining, minerals engineering and geotechnical/environmental engineering, offered by combinations of nine universities in seven European countries. About 25 companies are associated with the universities in the Federation of European Mineral Programs (FEMP) which coordinates these activities. The EMMEC has applied for recognition under the newly launched EU “Erasmus Mundus” program in which the EU makes 280 million Euro available for bursaries for non-European students and scholars.

Jan 1, 2005

By A. A. Mular

Examining a typical curriculum for mineral process engineers shows that traditional subjects remain important, namely, engineering, earth and basic sciences, mathematics and mineral proc¬essing technology. However, Table I shows additional subjects that may be woven into a modern curriculum, because of micro- and macro-engineering advances over the years. The ways to incorporate these subjects into the curriculum will vary from school to school. Such changes are in response to evolutionary technological and political needs as determined by society and business. Beginning with the 1950s, engineering empiricism was strengthened through micro-engineering, where fundamentals and mechanism serve as foundations. Scientific apparatus unique to the basic sciences (Zeta meter, FTIR spectroscope) was adapted to test new hypotheses. Coincidentally, as computers became more available, complex differential

Jan 1, 1992