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1.
《Journal of African Earth Sciences》1999,28(4):815-823
Most of the statistics given in this overview of the history and current status of Geoscience Education in South Africa pertain to the more geologically inclined disciplines; while the report does mention the extent to which earth sciences are taught in mining and geography departments, no detailed information about these activities are given. There are 13 active geoscience departments countrywide (eleven at universities and two at technical institutions) teaching a wide range of geological topics, some at a highly specialised level. There are just over 100 academic staff members engaged in teaching, supported by 65 technical and administrative staff. Of the teaching staff, 89% have Ph.D. degrees, and most are engaged in active research. About 150 three-year B.Sc., slightly fewer B.Sc. (Hons.), graduates, plus 10 geological technicians pass through the system every year, with most finding employment in the mining industry. Approximately 120 M.Sc. and 60 Ph.D. candidates are currently registered at the universities, about 40% of whom graduate in any particular year. 相似文献
2.
This paper describes Earth Science Education in Sudan, with particular emphasis on the University of Khartoum. The first geological department in Sudan was founded in 1958 in the University of Khartoum. In the 1980s, six more geological departments have been added in the newer universities. The types of courses offered include Diploma, B.Sc. (General), B.Sc. (Honours), M.Sc. and Ph.D. The Geology programmes are strongly supported by field work training and mapping. Final-year students follow specialised training in one of the following topics: hydrogeology, geophysics, economic geology, sedimentology and engineering geology. A graduation report, written in the final year, represents 30–40% of the total marks. The final assessment and grading are decided with the help of internal and external examiners.Entry into the Geology programmes is based on merit and performance. The number of students who graduate with Honours and become geologists is between 20% to 40% of the initial intake at the beginning of the second year. Employment opportunities are limited and are found mainly in the Government's geological offices, the universities and research centres, and private companies. The Department of Geology at the University of Khartoum has long-standing internal and external links with outside partners. This has been manifested in the training of staff members, the donation of teaching materials and laboratory facilities. The chief problems currently facing Earth Science Education in Sudan are underfunding, poor equipment, laboratory facilities and logistics. Other problems include a shortage of staff, absence of research, lack of supervision and emigration of staff members.Urgent measures are needed to assess and evaluate the status of Earth Science Education in terms of objectives, needs and difficulties encountered. Earth Science Education is expected to contribute significantly to the exploitation of mineral resources and socio-economic development in the Sudan. 相似文献
3.
In Tanzania, the earth sciences are only taught at the University of Dar es Salaam, in the Department of Geology. The Department was founded in 1974, acquired its first Tanzanian staff in 1975 and produced its first graduates in 1977. Now the Department is completely run by Tanzanian staff and about 25 Geology students graduate annually.The Department offers B.Sc., M.Sc. (taught and by research) and Ph.D. degrees. Students enter the University after 13 years of schooling, thus, upon completion of A levels. Currently, about 30 students a year are admitted to the Geology course, of whom about five will fail to complete. Normally, only 5 to 10% of the undergraduates are women. Currently, most students obtain employment with exploration and mining companies.The Department has dedicated laboratories for teaching and research and has several items of analytical equipment. There are 15 academic staff, most with Ph.D.s, many of whom were trained in the 1980s and 1990s in Germany and Finland through collaborative training programmes. Current research projects are funded by Sweden, the Netherlands and the Tanzanian Government. 相似文献
4.
D. A. Berkman 《Australian Journal of Earth Sciences》2013,60(1-2):83-88
There are now 14 universities and 8 colleges of advanced education in Australia with geology or earth science departments, which comprised 278 professional staff, 2020 undergraduates, and 556 graduate students in 1978. Academic staff, engaged in a wide range of research, represent less than 10 percent of the total number of Australian geoscientists. Almost all non‐academic employers (98 percent of the sample) presently accept a graduate with a B.Sc. (Hons) degree, while 85 percent accept a B.Sc pass degree. About 65 percent of non‐academic geologists work for industry, and the remainder are employed by government surveys and research organisations. Mining and mineral exploration employ 76 percent of the geologists in industry, followed by petroleum exploration with 11 percent. Geologists make up 83 percent of geoscientists in non‐academic employment, the remainder being geophysicists 15 percent and geochemists 2 percent. Information on vacancies available in early 1979 suggests that all the recent graduates would be absorbed by government and industry, and pointed to a resurgence in demand for qualified geoscientists. There has been striking growth in the number of consulting/contracting geological firms, with 65 firms employing 242 geoscientists replying to the 1978 census. 相似文献
5.
E. Barifaijo 《Journal of African Earth Sciences》1999,28(4):843-849
Uganda has two Government funded universities, five operating private universities and four other universities are due to start soon. Geology was first taught in Uganda at Makerere University in 1968 within the Department of Geography. Through the leadership of Prof. Robert Macdonald it became established as a full department in August 1969 as part of the Faculty of Science. Both pure and applied geology are taught and the courses are designed to suit the current job market. At present, the three-term academic year is being replaced by a semester-based course unit system. At the same time, the 3:2:2 subject combination, requiring a student to do three subjects in first year and two subjects in both second and third years, is to be replaced by a major-minor subject combination.Currently, there are about 50 undergraduate students and four Ph.D. students in the Department. A student Geological Association acts as a forum for the exchange of information on matters of geological concern. An affirmative action policy has improved the intake of women students into the Department. On average, the number of women has increased from about 10% to 33.3% in the years 1984/85 to 1997/98. Their performance parallels that of the male students and they are readily employed. Of the eight members of academic staff, two are women. The Department of Geology has good links with regional and overseas universities through which a number of research programmes are currently supported. In addition, most of the training of manpower for the University and research programmes is supported by regional and international research agencies. Academic staff combine teaching with research and consultancy. 相似文献
6.
《Journal of African Earth Sciences》1999,28(4):861-866
Zimbabwe is a mineral-rich country with a long history of Earth Science Education. The establishment of a University Geology Department in 1960 allowed the country to produce its own earth science graduates. These graduates are readily absorbed by the mining industry and few are without work. Demand for places at the University is high and entry standards reflect this. Students enter the University after GCE A levels in three science subjects and most go on to graduate. Degree programmes include B.Sc. General in Geology (plus another science), B.Sc. Honours in Geology and M.Sc. in Exploration Geology and in Geophysics. The undergraduate curriculum is broad-based and increasingly vocationally orientated. A well-equipped building caters for relatively large student numbers and also houses analytical facilities used for research and teaching. Computers are used in teaching from the first year onwards. Staff are on average poorly qualified compared to other universities, but there is an impressive research element. The Department has good links with many overseas universities and external funding agencies play a strong supporting role. That said, financial constraints remain the greatest barrier to future development, although increasing links with the mining industry may cushion this. 相似文献
7.
Zimbabwe is a mineral-rich country with a long history of Earth Science Education. The establishment of a University Geology Department in 1960 allowed the country to produce its own earth science graduates. These graduates are readily absorbed by the mining industry and few are without work. Demand for places at the University is high and entry standards reflect this. Students enter the University after GCE A levels in three science subjects and most go on to graduate. Degree programmes include B.Sc. General in Geology (plus another science), B.Sc. Honours in Geology and M.Sc. in Exploration Geology and in Geophysics. The undergraduate curriculum is broad-based and increasingly vocationally orientated. A well-equipped building caters for relatively large student numbers and also houses analytical facilities used for research and teaching. Computers are used in teaching from the first year onwards. Staff are on average poorly qualified compared to other universities, but there is an impressive research element. The Department has good links with many overseas universities and external funding agencies play a strong supporting role. That said, financial constraints remain the greatest barrier to future development, although increasing links with the mining industry may cushion this. 相似文献
8.
Mohamed Bouabdelli 《Journal of African Earth Sciences》1999,28(4):811-814
The earth sciences are taught in twelve universities in Morocco and in three other institutions. In addition there are three more earth science research institutions. Earth science teaching has been taking place since 1957. The degree system is a four-year degree, split into two two-year blocks and geology is taught within the geology-biology programme for the first part of the degree. ‘Classical’ geology is taught in most universities, although applied geology degrees are also on offer in some universities. Recently-formed technical universities offer a more innovative approach to Earth Science Education. Teaching is in French, although school education is in Arabic. There is a need for a reform of the curriculum, although a lead is being taken by the technical universities. A new geological mapping programme promises new geological and mining discoveries in the country and prospects of employment for geology graduates. 相似文献
9.
In Botswana, the Earth Science Education programme is based at the University of Botswana in the Department of Geology, which is one of seven departments in the Faculty of Science. Initially the new department had three academic staff members; this number has later increased to eight and, most recently, to ten academic posts. Since the programme's inception in 1980, 84 graduates completed the undergraduate geological studies. The Geology B.Sc. programme gives a choice between a single major in Geology and three combined majors: Geology/Environmental Sciences, Geology/Chemistry and Geology/Physics. Postgraduate programmes are currently under preparation. All Geology graduates are employed by the Botswana Government institutions and private companies. An active research programme, related to both local and international projects is conducted. This involves co-operation with national institutions and international organisations. 相似文献
10.
Mengist Teklay 《Journal of African Earth Sciences》1999,28(4):805-810
In Eritrea, Earth Science Education is taught only by the Earth Sciences Department based at the College of Science, University of Asmara. Currently, the University of Asmara has eight teaching Colleges: Agriculture & Aquatic Sciences, Arts and Social Sciences, Business and Economics, Education, Engineering, Health Sciences, Law, and Science offering Bachelor degrees, Diplomas and Certificates in various fields. The Earth Sciences Department was established as a Geology Unit in 1983 and until 1996 offered minor and service geology courses for students of Science and Agriculture. The Department started a four-year degree programme in Geology (B.Sc. in Geology) at the beginning of the 1996/97 academic year. The B.Sc. programme in Geology provides students with a Geology major and a minor in Physics or Chemistry. Potential major organisations which employ the geology graduates include the Ministry of Mines and Energy, and the Ministry of Land, Water and Environment, as well as mining and petroleum companies which are currently active in mineral resources exploration in the country. 相似文献
11.
J.D. Kramers 《Journal of African Earth Sciences》1999,28(4):911-917
University earth science departments are under threat in southern Africa, as in the rest of the world. It is argued here that a good quality and broad based Earth Science Education can be maintained in southern African universities either by networking, or by maintaining departments staffed by a local core of academics, whose teaching is supplemented by block courses conducted by staff from specialised centres also serving industry. These centres should play a vital part in graduate research and maintain research links with the core staff. Positioned between industry and universities, they could promote links between both. 相似文献
12.
通过介绍兖州、淮南等11个矿区20多个煤矿采区三维地震成果,对各矿探采对比情况进行统计与分析,总结出影响三维地震勘探成果精度的5个技术问题,并指出造成这些问题的3个主要原因,即:野外施工质量普遍下降;方法研究工作严重滞后;三维地震资料二维解释仍很普遍。为提高采区三维地震勘探成果精度提出了6点建议,即:推广高密度三维地震技术,解决精细探查问题;围绕共性关键问题,开展攻关研究与示范应用;发挥产学研结合优势,挖掘现有技术的潜力;加强地震行业自律,施行市场准入制度;集中优势技术力量,加强基础理论研究以及开展煤矿井下地震技术研发,提高地质保障水平。 相似文献
13.
随着地矿行业大转型的发展趋势,三维业务的需求日益增长。3D打印技术近年来蓬勃发展,作为新的应用切入点,相较于传统的制造工艺,更适用于制造精细、复杂、异形、多彩以及一定强度的地矿行业三维模型。通过国内外多项打印技术的对比,认为SLA、FDM、3DP、PolyJet等4类技术最适宜地矿行业模型定制化的打印需求。目前3D打印在地矿行业的测绘、城市地质、设计、矿山、科研、教学、地质环境等各方面均有应用,有较好的应用前景。受3D打印技术的制约,现阶段以打印单色或双色模型为主,且模型表面"台阶效应"难以避免。如何打印出色彩逼真且没有任何毛刺的物品,是3D打印技术在地矿行业应用的一大发展目标。 相似文献
14.
在对国内外高密度三维地震勘探技术研究及应用现状进行系统阐述的基础上,对高密度三维地震勘探的3个关键参数及概念进行了讨论,认为高密度三维地震勘探技术是先进地震勘探技术的集成,具有组合性和相对性,应灵活应用,因地制宜地开展。在分析了山西煤矿采区的地震地质条件及技术特点的基础上,提出了在山西煤矿采区开展高密度三维地震勘探应遵循“小面元、高覆盖、宽方位（3,必要条件）和相应的关键采集及处理技术（X,必选项） ”的“ 3+X”技术路线;在数据采集中,应以提高信噪比为核心;在数据处理中,应以高精度静校正和叠前去噪为核心。将该技术运用到山西某矿工程实例中,取得很好的效果,证明该技术路线的有效性。研究成果可为同行提供技术参考,并促进高密度三维地震勘探技术在山西煤矿采区推广。 相似文献
15.
基于多源多时相遥感数据的稀土开采状况与地质环境问题监测 总被引：1，自引：0，他引：1
稀土矿床开采导致矿产资源极大损失,并造成植被破坏、水土流失、环境污染等严重的地质环境问题。本文选取韶关新丰、清远英德交界区域为研究区,采用2010年到2012年3期不同来源的遥感影像为数据源,在建立解译标志的基础上,采用人机交互解译方法提取各年度的稀土开采状况、矿山地质环境问题及恢复治理情况,并进行野外实地验证。监测结果表明,研究区稀土开采图斑较多,但均已停采,矿山地质环境问题较为严重,且大多未进行有效治理。研究发现,基于多源多时相遥感数据的遥感调查手段,既能利用不同时相数据的时效性优势,又能发挥不同分辨率数据识别各类矿山地物和地质环境要素的能力,有效监测稀土矿区的整体状况和变化情况,为国土、环保等相关部门进行矿政管理和地质环境综合治理决策提供科学依据。 相似文献
16.
比照传统概率统计分析法,介绍了泛克里格法处理化探数据的原理、方法和特征。以内蒙中部区化探数据为例,利用常规概率统计分析法和泛克里格法分别提取了Cu概率异常和Cu剩余异常,结合地质、矿产内容对比分析发现,常规概率统计分析法提取的Cu概率异常虽与金、铜、多金属矿产相关性较好,但异常面积较大,尤其是高背景地区成片出现岩性异常,对找矿工作不利;相比较而言,泛克里格法提取的剩余异常受背景干扰少,独立性好,与铜、金、多金属矿床、矿点的空间分布关系密切,有利于找矿应用。 相似文献
17.
David Demeritt 《Geoforum》2004,35(6):655-660
The increasing emphasis of UK higher education policy on formal research training and the acquisition of employment-related skills by Ph.D. students raises important questions about the purpose of the Ph.D. This paper raises concerns about the prevailing instrumentalism of government policy and urges academics to become more actively engaged in the ongoing debates about the nature and role of research training and the appropriate balance between the Ph.D. as a developmental process of study and apprenticeship and as a substantive contribution to knowledge. 相似文献
18.
淮北矿区地处华东腹地,其采区地震勘探虽具有良好的激发条件及较高的煤层反射波能量,但因地质构造复杂、煤层数多、深层反射信噪比低、新生界地层厚度大及地面障碍物遍布等原因,致使三维地震勘探困难较大。通过开展高密度三维地震勘探及岩性勘探,综合利用波阻抗反演、叠前时间偏移与叠前深度偏移等新技术手段,在淮北矿区成功地进行了煤层厚度预测、岩浆岩侵蚀带预测及小断层对比等,为煤炭安全高效开采及枯竭矿山接续提供了可靠的地质资料。根据淮北矿区10多年来三维地震勘探的实践经验,指出了采区勘探中依然存在的问题,并提出了解决这些问题的方法。 相似文献
19.
我国地质学基础研究人才战略 总被引：5，自引：0，他引：5
基于地球系统科学对地质学基础研究人才的需求, 对我国40余所高校、8个中国科学院研究所的地质学人才存量、结构、培养状况和147名国家杰出青年科学基金获得者、407名青年基金项目负责人进行了问卷调查.调查发现全国现有4418人从事地质学基础研究工作, 年龄峰值为41~45岁, 人数随年龄降低而大幅度减少; 地质类博士毕业生占全国当年博士毕业总人数的比例从1993年的8.76%下降到2003年的4.7%.研究结果表明, 我国现有青年地质学人才数量呈急剧下降趋势, 未来5~10年地质学基础研究人才远不能适应地球系统科学发展、国民经济建设和人类社会进步的需要.为了加强地质学基础研究人才队伍建设和规划, 实现从地学大国走向地学强国的战略目标, 提出了设立“国家自然科学育才基金”、创新地质学青年拔尖人才培育模式和改善人文环境等措施. 相似文献
20.
地质保障是煤炭安全、高效、绿色开采不可或缺的基础。综述了我国煤矿地质保障系统建设30年来在保障内涵、基础理论研究、技术与装备研发等方面的主要进展。较为系统地分析了煤炭绿色智能开采背景下地质保障系统建设面临的5方面技术难题:地质信息采集与解释的智能化水平不高,静态地质条件探查精度较低、综合研究程度不高、超前预测可靠性亟待提高,动态地质信息实时在线监测方法单一、致灾响应评价技术标准缺项,地质信息管理与多源异构信息融合的技术水平不高,三维地质模型精度不能满足智能开采对地质透明化的要求。指出煤矿地质保障系统未来应以精准地质预测为目的,以实现地质透明为目标,以精细地质探测和精准地质表征为突破口,重点在以下方向攻关:(1)以建立具有矿井地质特色的全空间地球物理场多参量响应模板为目标,不断加强矿井物探的应用基础研究。(2)低空无人机与智能机器人在地质探测和监测数据采集中的先导性示范研究。(3)加强矿井地质体赋存与分布规律和采动覆岩变形规律研究,探索精准辨识“地质异常”的方法,研究基于矿井地质与工程特色的智能开采地质条件定量描述和分区综合预测评价的理论与方法。(4)多源多维异构地质数据体交换格式与建库... 相似文献