Educating the Resource Geologist of the Future: Between Observation and Imagination
Bibliographic record
Abstract
Research Article| October 01, 2017 Educating the Resource Geologist of the Future: Between Observation and Imagination Michel Jébrak; Michel Jébrak 1 Université du Québec à Montréal, Département des Sciences de la Terre et de l'atmosphère, CP 8888 centre-ville, Montréal (QC) H3C3P8 Canada E-mail: jebrak.michel@uqam.ca Search for other works by this author on: GSW Google Scholar Jean-Marc Montel Jean-Marc Montel 2 École Nationale Supérieure de Géologie, Laboratoire Géoressources, CNRS-Université de Lorraine-CREGU, Rue du Doyen Roubault 54500 Vandoeuvre-lès-Nancy France E-mail: jean-marc.montel@ensg.univ-lorraine.fr Search for other works by this author on: GSW Google Scholar Author and Article Information Michel Jébrak 1 Université du Québec à Montréal, Département des Sciences de la Terre et de l'atmosphère, CP 8888 centre-ville, Montréal (QC) H3C3P8 Canada E-mail: jebrak.michel@uqam.ca Jean-Marc Montel 2 École Nationale Supérieure de Géologie, Laboratoire Géoressources, CNRS-Université de Lorraine-CREGU, Rue du Doyen Roubault 54500 Vandoeuvre-lès-Nancy France E-mail: jean-marc.montel@ensg.univ-lorraine.fr Publisher: Mineralogical Society of America First Online: 29 Nov 2017 Online Issn: 1811-5217 Print Issn: 1811-5209 Copyright © 2017 by the Mineralogical Society of AmericaMineralogical Society of America Elements (2017) 13 (5): 331–336. https://doi.org/10.2138/gselements.13.5.331 Article history First Online: 29 Nov 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Michel Jébrak, Jean-Marc Montel; Educating the Resource Geologist of the Future: Between Observation and Imagination. Elements 2017;; 13 (5): 331–336. doi: https://doi.org/10.2138/gselements.13.5.331 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyElements Search Advanced Search Training geologists for a career in the mining industry has changed over the years. It has become at the same time more specialized and with a broader approach. The modern resource geologist needs to understand new styles of ore deposits, the impact of energy transition on the types of deposits and to implement mining processes, the increasing number of mining regulations, and the shift toward educating populations in countries that are new to mining. Based on observation and imagination, rooted in fundamental science, the education of a resource geologist has been transformed by the digital revolution and the integration of the principles of sustainable development. Training future resource geologists means changing the role of teachers to better develop the imaginations of their students and to increasing what students know about the social impact of mining. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.009 | 0.028 |
| Scholarly communication | 0.015 | 0.015 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.016 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".